The present study examined whether learning disabilities (LD) in reading and/or math (i.e., reading disability [RD], math disability [MD], and RD+MD) co-occur with other diagnoses. The data comprised a clinical sample (n = 430) with LD identified in childhood and a sample of matched controls (n = 2,140). Their medical diagnoses (according to the…

To help educators understand the cognitive and behavioral sequelae of cerebral injury, the neuropathology of traumatic brain injury and the main neuropathological features resulting from trauma-related brain damage are reviewed. A glossary with definitions of 37 neurological terms is appended. (Author/DB)

The adult victim of accidental head injury as a result of an automobile accident recounts his experiences as a brain injured adult with such problems as poor balance, poor speech, spasticity, and lack of fine motor movement. He emphasizes his determination to get on with his life. (DB)

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.…

The article examines the potential impact upon the family of traumatic brain injury to a child and the complex array of factors related to effective family coping and adaptation. Considered are stages in family adaptation, sources of family stress, and coping with stress. (Author/DB)

The paper reviews the epidemiology of pediatric closed head injury. Incidence rates, etiologic/pathophysiologic correlates, and associated risk factors are discussed. Suggestions offered for future research concern relationships among age, etiology, and pathophysiology in outcome studies and premorbid measures of personality/intellectual…

The article outlines an approach to memory remediation that attempts to teach memory-impaired patients domain-specific knowledge relevant to their everyday functioning. Studies support the use of a training technique, the method of vanishing cues, in the successful generalization to the workplace of knowledge acquired in the laboratory. (DB)

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)

The article reviews evaluation and management of neuropsychiatric sequelae of severe head injuries occurring in childhood and adolescence. Medical management and psychotherapeutic interventions are discussed in the contexts of hospitalization and long-term follow-up at home and in the community. (Author/DB)

The article attempts to provide a definition of attention that has relevance for rehabilitation therapists working with the brain injured. A review of clinical studies suggests that, although behavioral aspects of attention are amenable to change and improvement, cognitive or information-processing changes are not so easily achieved. (Author/DB)

The article describes specific characteristics of speech and language following focal and diffuse cerebral damage. Also discussed are assessment and treatment strategies using both cognitive and language frameworks. (Author/DB)

Issues and developmental considerations in outcome and treatment of head injury in children are considered. Focus is on appropriate assessment practices in the areas of psychoeducational development, motor and cognitive deficits, and neuropsychological deficits. (Author/DB)

The article summarizes a series of articles concerning acquired cerebral trauma. Reviewed are technological advances, treatment, assessment, potential innovative therapies, long-term outcome, family impact of chronic brain injury, and prevention. (DB)

Neuropsychological assessment of cognitive and behavioral sequelae of pediatric closed head injury involves identification of manifest disabilities and relationships between these disabilities and core skills. Assessment of moderator variables is crucial for development of appropriate intervention strategies. Advocacy may be necessary to establish…

The article provides a brief review of data pertaining to educational adjustment for traumatically brain injured (TBI) children followed by a discussion of the major educationally relevant sequelae of head injury in children. Ten important features of appropriate educational programs for TBI children are described. (Author)