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...

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Vydáno v:Neuropsychology
Hlavní autoři: Treble-Barna, Amery, Schultz, Hanna, Minich, Nori, Taylor, H. Gerry, Yeates, Keith Owen, Stancin, Terry, Wade, Shari L.
Médium: Artigo
Jazyk:Inglês
Vydáno: 2017
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On-line přístup: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
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