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Neuropsychological Consequences of Traumatic Brain Injury in Children and Adolescents

Janiece Lord-Maes, PhD, is a adjunct assistant professor in the school psychology doctoral program at the University of Arizona. She is a practicing school psychologist and a member of the school psychology delivery team in Tucson, Arizona. Her professional interests are cognitive assessment, neuropsychological bases of behavior, and design and implementation of educational programs in the schools. Address: Janiece Lord-Maes, College of Education, Department of Special Education and Rehabilitation, University of Arizona, Tucson, AZ 85721.

John E. Obrzut

John E. Obrzut, PhD, is a professor of school psychology at the University of Arizona. His current interests are in developmental neuropsychology, with a specific focus on clinical populations.

The study of the relationship between neuroscientific information and cognitive function and dysfunction is clearly a widely expanding field. In particular, there has been a growing body of research on traumatic brain injury (TBI) in children and adolescents. This article conveys recent findings concerning cognitive outcomes, with a particular focus on age differences with TBI, suggests a relationship between specific learning disorders and brain dysfunction, addresses differential hemisphere functioning with TBI, and alludes to recent developments in assessment of TBI.

Journal of Learning Disabilities, Vol. 29, No. 6, 609-617 (1996)
DOI: 10.1177/002221949602900605


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