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Longitudinal Study of Emotional, Social, and Physical Changes after Traumatic Brain Injury.
Peer reviewed Peer reviewed
Lezak, Muriel D.; O'Brien, Kevin P. – Journal of Learning Disabilities, 1988
The article discusses research on the chronic emotional, social, and physical changes associated with traumatic brain injury (TBI) as it relates to the planning and effective management of TBI patients' behavioral and social problems. At five years post-trauma most of 39 patients followed were still socially dysfunctional in one or more ways.…
Descriptors: Adults, Behavior Problems, Injuries, Interpersonal Competence
Behavioral Change Strategies for Children and Adolescents with Severe Brain Injury.
Peer reviewed Peer reviewed
Deaton, Ann V. – Journal of Learning Disabilities, 1987
The article addresses the needs of the head injured child and adolescent in the area of behavioral management. Case examples are used to illustrate such behavioral difficulties as distractability and unprovoked aggression as well as the efficacy of behavioral interventions. (Author/DB)
Descriptors: Behavior Modification, Behavior Problems, Case Studies, Elementary Secondary Education
Interventions for Students with Traumatic Brain Injury: Managing Behavioral Disturbances.
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Kehle, Thomas J.; And Others – Journal of Learning Disabilities, 1996
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…
Descriptors: Behavior Change, Behavior Patterns, Behavior Problems, Cognitive Ability
Cluster Analysis of Children and Adolescents with Brain Damage and Learning Disabilities Using Neuropsychological, Psychoeducational, and Sociobehavioral Variables.
Peer reviewed Peer reviewed
Williams, Dorothy L.; And Others – Journal of Learning Disabilities, 1992
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…
Descriptors: Behavior Patterns, Behavior Problems, Classification, Elementary Secondary Education