Long-Term Neuropsychological Profiles and Their Role as Mediators of Adaptive Functioning after Traumatic Brain Injury in Early Childhood

Lignende værker

• Long-Term Classroom Functioning and its Association with Neuropsychological and Academic Performance following Traumatic Brain Injury during Early Childhood
  af: Treble-Barna, Amery, et al.
  Udgivet: (2017)
• Catechol-O-Methyltransferase Genotypes and Parenting Influence on Long-term Executive Functioning after Moderate to Severe Early Childhood Traumatic Brain Injury: An exploratory study
  af: Kurowski, Brad G., et al.
  Udgivet: (2017)
• Observed Parent Behaviors as Time-Varying Moderators of Problem Behaviors Following Traumatic Brain Injury in Young Children
  af: Treble-Barna, Amery, et al.
  Udgivet: (2016)
• Parenting Behaviors after Moderate – Severe Traumatic Injury in Early Childhood
  af: Narad, Megan E., et al.
  Udgivet: (2018)
• Does Apolipoprotein e4 Status Moderate the Association of Family Environment with Long-Term Child Functioning following Early Moderate to Severe Traumatic Brain Injury? A Preliminary Study
  af: Treble-Barna, Amery, et al.
  Udgivet: (2016)