More than five million children suffer from brain injuries each year. While the majority of these children are treated and released without permanent consequences, many children return to the classroom with lasting effects. Symptoms of brain injury can be misconstrued as common behaviour or academic problems. Therefore, teachers need to recognize…

This study compared the preinjury and postinjury patterns of alcohol and illicit drug use of 87 persons (ages 16 to 20) with traumatic brain injury. Although an initial follow-up indicated decline in alcohol use, second follow-up (at 28 months postinjury) suggested that drinking quantity and frequency increased over time. Postinjury illicit drug…

This review explores the cellular pathology associated with traumatic brain injury (TBI) and its relation to neurobehavioral outcomes, the relationship of brain imaging findings to underlying pathology, brain imaging techniques, various image analysis procedures and how they relate to neuropsychological testing, and the importance of brain imaging…

In a simulation, the lesioning of a connectionist model that maps orthographic inputs onto semantic features produces several counterintuitive behaviors that are also shown by acquired-dyslexic patients. The similarity strengthens the suggestion that the connectionist approach captures a key aspect of human cognitive processing. (SLD)

Four validity scales were developed for the Neuropsychology Behavior and Affect Profile using data from clinical and nonclinical samples. A second study, which involved 157 subjects, indicated that combinations of the clinical and validity scales effectively differentiated dissemblers from brain injury patients, even when dissemblers were highly…

This article discusses behavioral sequelae common in children and adolescents following a traumatic brain injury (TBI) and the design of intervention strategies. Emphasis is on the unique needs of these students and the cognitive sequelae of TBI (such as impaired attention, reasoning, learning, and memory) that can cause further behavioral…

The Conners Rating Scale was used to identify psychoeducational, neuropsychological, and sociobehavioral variables in attempting to define subtypes within a population of 95 children (mean age 10.6 years) with learning disabilities (LD) or documented brain damage. Results supported the sociobehavioral component in LD subtyping and parallels…