Memory and Learning in Pediatric Traumatic Brain Injury: A Review and Examination of Moderators of Outcome

被引：24

作者：

Lajiness-O'Neill, Renee ^{[1
,2
]}

Erdodi, Laszlo ^{[1
]}

Bigler, Erin D. ^{[3
,4
,5
]}

机构：

[1] Eastern Michigan Univ, Dept Psychol, Ypsilanti, MI 48197 USA

[2] Henry Ford Hlth Syst, Dept Behav Serv, Div Neuropsychol, Detroit, MI USA

[3] Brigham Young Univ, Dept Psychol, Provo, UT 84602 USA

[4] Brigham Young Univ, Dept Neurosci, Provo, UT 84602 USA

[5] Univ Utah, Dept Psychiat, Salt Lake City, UT USA

来源：

APPLIED NEUROPSYCHOLOGY | 2010年 / 17卷 / 02期

关键词：

learning; memory; outcome; pediatric; traumatic brain injury; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; TEST-CHILDRENS VERSION; WORKING-MEMORY; COGNITIVE REHABILITATION; HEAD-INJURY; 1ST YEAR; PERFORMANCE; RECOVERY; PREDICTORS; MANAGEMENT;

D O I：

10.1080/09084281003708837

中图分类号：

R74 [神经病学与精神病学];

学科分类号：

摘要：

This article reviews empirically supported assessment methods to examine impairments in memory and learning following pediatric traumatic brain injury (TBI). Critical factors affecting outcome are explored with an emphasis on an examination of age at injury. The article closes with discussion of current evidence-based interventions for deficits in memory and learning following pediatric TBI.

引用

页码：83 / 92

页数：10

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