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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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| Publicat a: | Neuropsychology |
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| Autors principals: | , , , , , , |
| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
2017
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| Matèries: | |
| Accés en línia: | 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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