Long-Term Classroom Functioning and its Association with Neuropsychological and Academic Performance following Traumatic Brain Injury during Early Childhood

OBJECTIVE: The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance. METHOD: Part...

תיאור מלא

שמור ב:
מידע ביבליוגרפי
הוצא לאור ב:Neuropsychology
Main Authors: Treble-Barna, Amery, Schultz, Hanna, Minich, Nori, Taylor, H. Gerry, Yeates, Keith Owen, Stancin, Terry, Wade, Shari L.
פורמט: Artigo
שפה:Inglês
יצא לאור: 2017
נושאים:
Article
גישה מקוונת:https://ncbi.nlm.nih.gov/pmc/articles/PMC5502733/
https://ncbi.nlm.nih.gov/pubmed/28627915
https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1037/neu0000325
תגים: הוספת תג
אין תגיות, היה/י הראשונ/ה לתייג את הרשומה!

פריטים דומים