title: Memory and learning in pediatric traumatic brain injury: a review and examination of moderators of outcome.
abstract: 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.
authors.affiliation: Department of Psychology, Eastern Michigan University, 537 F Mark Jefferson, Ypsilanti, MI 48197, USA. rlajines@emich.edu
authors.forename: Renee
authors.initials: R
authors.lastname: Lajiness-O'Neill
authors.forename: Laszlo
authors.initials: L
authors.lastname: Erdodi
authors.forename: Erin D
authors.initials: ED
authors.lastname: Bigler
mesh_terms: 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