The neuropsychological literature on the effects of early brain injury has progressively expanded. There has been, however, relatively little work on the question of how to rehabilitate a child who has suffered a disturbance in higher cerebral functions. The early literature by such innovative researchers as Birch helped document the complexity of this problem. This Special Issue focuses on a more contemporary view of the effects of acquired brain dysfunction on children as well as providing specific guidelines that might be relevant to their education and rehabilitation. The contributors of this issue consist of psychologists, educators, speech and language pathologists, and physicians. The attempt is to provide information concerning various types of brain injury and how they affect neuropsychological and psychosocial outcome. The better one understands the nature of these disturbances, the easier it will be to develop rehabilitation programs that specifically deal with their higher cerebral dysfunctions and associated psychosocial difficulties.
Table of Contents
M. Oddy, Head Injury During Childhood. P.H. Papero, G.P. Prigatano, H.M. Snyder, D.L. Johnson, Children's Adaptive Behavioral Competence After Head Injury. M. Jacobs, Limited Understanding of Deficit in Children with Brain Dysfunction. M. Ylvisaker, Communication Outcome in Children and Adolescents with Traumatic Brain Injury. I.S. Baron, E. Goldberger, Neuropsychological Disturbances of Hydrocephalic Children with Implications for Special Education and Rehabilitation. G.P. Prigatano, K.P. O'Brien, P.S. Klonoff, Neuropsychological Rehabilitation of Young Adults who Suffered Brain Injury in Childhood: Clinical Observations.