Abstract
Traumatic brain injury (TBI) does not initially appear to be a useful category for purposes of designing rehabilitation or special education programs. Unlike other disability and special education categories in childhood, traumatic brain injury identifies a cause of potential disability, not the disability itself. Given variation in the nature and location of the brain injury, virtually any area or combination of areas of functioning can be affected. Furthermore, severity can range from injuries producing death or persistent coma to injuries from which children recover quickly and completely. Finally, a disproportionately large number of children with head injury have a pretrauma history of learning or behavior problems (Brown, Chadwick, Shaffer, Rutter, & Traub, 1981; Rutter, 1981; Rutter, Chadwick, Shaffer, & Brown, 1980). There is enormous diversity within this group of children.
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Ylvisaker, M., Szekeres, S.F., Hartwick, P. (1992). Cognitive Rehabilitation Following Traumatic Brain Injury in Children. In: Tramontana, M.G., Hooper, S.R. (eds) Advances in Child Neuropsychology. Advances in Child Neuropsychology, vol 1. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-9145-6_6
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