@article{ref1,
title="Behavior problems in school and their educational correlates among children with traumatic brain injury",
journal="Exceptionality",
year="2006",
author="Yeates, Keith Owen and Taylor, H. Gerry",
volume="14",
number="3",
pages="141-154",
abstract="This study examined the emotional and behavioral adjustment of children with traumatic brain injury (TBI) in school and its relationship to post-injury academic performance and educational interventions. Teachers' ratings of child behavior and academic performance were collected during a prospective, longitudinal study of 53 children with severe TBI, 56 with moderate TBI, and 80 with orthopedic injuries, recruited between 6 and 12 years of age. Teachers completed ratings twice during the first year after injury and at an extended follow-up 4 years post-injury. Severe TBI was associated with an elevated rate of emotional and behavioral problems that persisted across time. Poorer adjustment predicted poorer classroom performance and an increased likelihood of educational intervention.<p /><p>Language: en</p>",
language="en",
issn="0936-2835",
doi="10.1207/s15327035ex1403_3",
url="http://dx.doi.org/10.1207/s15327035ex1403_3"
}