title: Treatment of acquired cognitive-communicative deficits in young children.
abstract: This article argues that pediatric cognitive rehabilitation is different from rehabilitation for adults; that available theoretical perspectives (Piaget, information processing theory, Luria, and learning theory), are both necessary for and seriously underutilized in planning and conducting pediatric therapy; and that the recognition of such theoretical perspectives would significantly alter clinical pediatric practice. This article then suggests an approach to a theory-based clinical pediatric practice and provides examples.
authors: Head Injury Therapy Services Inc., Midland, MI.
authors: J
authors: J
authors: Ringle-Bartels
authors: Head Injury Therapy Services Inc., Midland, MI.
authors: T B
authors: TB
authors: Story