Open AccessLong-term classroom functioning and its association with neuropsychological and academic performance following traumatic brain injury during early childhood.
Author(s) -
Amery TrebleBarna,
Hanna M. Schultz,
Nori Minich,
H. Gerry Taylor,
Keith Owen Yeates,
Terry Stancin,
Shari L. Wade
Publication year - 2017
Publication title -
neuropsychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.13
H-Index - 130
eISSN - 1931-1559
pISSN - 0894-4105
DOI - 10.1037/neu0000325
Subject(s) - traumatic brain injury , neuropsychology , psychology , neuropsychological assessment , academic achievement , psycinfo , clinical psychology , cognitive skill , cognitive flexibility , poison control , cognition , neurocognitive , developmental psychology , medicine , psychiatry , medline , environmental health , political science , law
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.