Citation

Kehle TJ, Clark E, Jenson WR. J. Learn. Disabil. (Thousand Oaks) 1996; 29(6): 633-642.

Affiliation

School Psychology Program, University of Connecticut, Storrs 06269, USA.

Copyright

(Copyright © 1996, SAGE Publishing)

DOI

unavailable

PMID

8942307

Abstract

The present article provides information about the behavioral sequelae that are commonly seen in children and adolescents following a traumatic brain injury (TBI) and ways that educators can begin to address these problems. Because, for the most part, behavioral interventions have not been empirically validated for use with TBI populations, this article focuses on the unique needs of these students and the factors that should be considered in designing intervention strategies. Emphasis is placed on the cognitive sequelae of TBI that can cause further behavioral problems and interfere with interventions (e.g., impaired attention, executive function, reasoning and problem solving, and learning and memory).

Language: en