Memory and learning in pediatric traumatic brain injury: a review and examination of moderators of outcome.
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.
Lajiness-O'Neill
Renee
R
Department of Psychology, Eastern Michigan University, 537 F Mark Jefferson, Ypsilanti, MI 48197, USA. rlajines@emich.edu
Erdodi
Laszlo
L
Bigler
Erin D
ED
D000293:Adolescent; D017668:Age of Onset; D001930:Brain Injuries / Q000150:complications* / Q000523:psychology*; D002648:Child; D002908:Chronic Disease; D006801:Humans; D007859:Learning Disabilities / Q000150:complications / Q000175:diagnosis / Q000628:therapy*; D008569:Memory Disorders / Q000150:complications / Q000175:diagnosis / Q000628:therapy*; D009483:Neuropsychological Tests; D017410:Practice Guidelines as Topic / Q000592:standards*; D011379:Prognosis; D016896:Treatment Outcome; D054928:Validation Studies as Topic