Additional References

advertisement
Traumatic Brain Injury
Anderson, V. A., Catroppa, C., Rosenfeld, J., Haritou, F., & Morse, S. A. (2000).
Recovery of memory function following traumatic brain injury in pre-school
children. Brain injury, 14(8), 679-692.
Andrews, T. K., Rose, F. D., & Johnson, D. A. (1998). Social and behavioral effects of
traumatic brain injury in children. Brain Injury, 12(2), 133-138.
Arroyos-Jurado, E., Paulsen, J. S., Merrell, K. W., Lindgren, S. D., & Max, J. E. (2000).
Traumatic brain injury in school-age children: Academic and social outcomes.
Journal of School Psychology, 38(6), 571-587.
Bibby, H., & McDonald, S. (2005). Theory of mind after traumatic brain injury.
Neuropsychologia, 43, 99-114.
Bigler, E. D., Clark, E., & Farmer, J. E. (1997). Childhood traumatic brain injury.
Austin, TX: PRO-ED.
Bittner, R., & Crowe, S. F. (2006). The relationship between working memory,
processing speed and verbal comprehension and FAS performance following
traumatic brain injury. Brain Injury, 20, 971-980.
Body, R., & Perkins, M. (2006). Terminology and methodology in the assessment of
cognitive-linguistic disorders. Brain Impairment, 7, 212-222.
Body, R., Perkins, M., & McDonald, S. (1999). Pragmatics, cognition and
communication in traumatic brain injury. In S. McDonald, C. Code, & L. Togher (
Eds.), Communication in traumatic brain injury ( pp. 81-112). Sydney, Australia:
Churchill Livingstone.
Bohnert, A. M., Parker, J. G., & Warschausky, S. A. (1997). Friendship and social
adjustment of children following a traumatic brain injury: An exploratory
investigation. Developmental Neuropsychology, 13(4), 477-486.
Busch, R., McBride, A., Curtiss, G., & Vanderploeg, R. (2005). The components of
executive functioning in traumatic brain injury. Journal of Clinical and
Experimental Neuropsychology, 27, 1022-1032.
Cattelani, R., Lombardi, F., Brianti, R., & Mazzucchi, A. (1998). Traumatic brain injury
in childhood: Intellectual, behavioural and social outcome into adulthood. Brain
Injury, 12(4), 283-296.
Cavallo, M., Kay, T., & Ezrachi, O. (1992). Problems and changes after traumatic brain
injury: Differing perceptions within and between families. Brain Injury, 6, 327-335.
Centers for Disease Control and Prevention (CDC). (1999). Facts about concussion and
brain injury. Atlanta: Author.
Clark, E. (1997). Children and adolescents with traumatic brain injury: Reintegration
challenges in educational settings. In E. D. Bigler, E. Clark, & J. E. Farmer (Eds.),
Childhood traumatic brain injury: Diagnosis. assessment, and intervention (pp.
191-211 ). Austin, TX: PRO-ED.
Clark, E., Russman, S., & Orme, S. F. (1999). Traumatic brain injury: Effects on school
functioning and intervention strategies. School Psychology Review, 28(2), 242-250.
Cockrell, J. L., & Nickel, R. E. (2000). Traumatic brain injury. In R. E. Nickel & L. W.
Desch (Eds.), The physician's guide to caring for children with disabilities and
chronic conditions (pp. 513-527). Baltimore: Brookes.
D'Amato, R. C., & Rothlisberg, B. A. (1997). How education should respond to students
with traumatic brain injury. In E. D. Bigler, E. Clark, & J. E. Farmer (Eds.),
Childhood traumatic brain injury (pp. 213-237 ). Austin, TX: PRO-ED.
Donders, J. (1997). Sensitivity of the WISC-III to injury severity in children with
traumatic head injury. Assessment, 4(1), 107-109.
Dykeman, B. F. (2003). School-based interventions for treating social adjusnnent
difficulties in children with traumatic brain injury. Journal of Instructional
Psychology, 30(5), 225-230.
Gargiulo, R.M. (2006). Special education in contemporary society: An introduction to
exceptionality. Belmont, CA: Thomson Wadsworth.
Gil, A. M. (2003). Neurocognitive outcomes following pediatric brain injury: A
developmental approach. Journal of School Psychology, 41, 337-353.
Godfrey, H. P. D., Knight, R. G., Marsh, N. V., Moroney, B. M., & Bishara, S. N. (1989).
Social interaction and speed of information processing following very severe closed
head injury. Psychological Medicine, 19, 175-182.
Godfrey, H. P. D., & Shum, D. (2000). Executive functioning and the application of
social skills following traumatic brain injury. Aphasiology, 14, 433-444.
Gutentag, S. S., Naglieri, J. A., & Yeates, K. O. (1998). Performance of children with
traumatic brain injury on the cognitive assessment system. Assessment, 5(3), 263272.
Hall, T. (2002). Explicit instruction: Effective classroom practices report. Boston:
National Center on Accessing the Curriculum.
Hoofien, D., Gilboa, A., Vakil, E., & Donovick, P. (2001). Traumatic brain injury 10-20
years later: A comprehensive outcome study of psychiatric symptomatology,
cognitive abilities and psychosocial functioning. Brain Injury, 15, 189-209.
Janney, R. E., & Snell, M. E. (2000). Teachers' guides to inclusive practices:
Collaborative teaming. Baltimore: Brookes.
Keyser-Marcus, L., Briel, L., Sherron-Targett, P., Yasuda, S., Johnson, S., & Wehmen, P.
(2002). Enhancing the schooling of students with traumatic brain injury. Teaching
Exceptional Children, 38(4), 62-67.
Koskinen, S. (1998). Quality of life 10 years after a very severe traumatic brain injury:
The perspective of the injured and the closest relative. Brain injury, 12(8), 631-648.
Langlois, J., & Gotsch, K. (2001). Traumatic brain injury in the United States: Assessing
outcomes in children. Atlanta: Centers for Disease Control and Prevention (CDC),
National Center for Injury Prevention and Control.
Lea, P. M. (2001). Traumatic brain injury: Developmental differences in glutamate
receptor response and the impact on treatment. Mental Retardation and
Developmental-Disabilities Research Reviews, 7, 235-248.
Mattson, A., & Levin, H. (1990). Frontal lobe dysfunction following closed head injury:
A review of the literature. Journal of Nervous and Mental Disease, 178, 282-291.
Max, J. E., Robin, D. A., Lindgren, S. D., et al. (1997). Traumatic brain injury in children
and adolescents: Psychiatric disorders at two years. American Academy for Child
and Adolescent Psychiatry, 36, 1278-1285.
Michaud, L. F., Semel-Concepcion, J., Duhaime, A., & Lazar, M. R. (2002). Traumatic
brain injury. in M. L. Batshaw (Ed.), Children with disabilities (5th ed., pp. 525545). Baltimore: Brookes.
National Institutes of Health. (1998). Rehabilitation of persons with traumatic brain
injury. National Institutes of Health Consensus Statement, 16(1), 1-41.
Nolet, V., & McLaughlin, M. (2000). Accessing the general curriculum. Thousand Oaks,
CA: Corwin.
Olver, J., Ponsford, J., & Curran, C. (1996). Outcome following traumatic brain injury: A
comparison between two and five years after injury. Brain Injury, 10, 841-848.
O'Neil-Pirozzi, T. M., Kendrick, H., Goldstein, R., & Glenn, M. (2004). Clinician
influences on use of portable electronic memory devices in traumatic brain injury
rehabilitation. Brain Injury, 18, 179-189.
Pagulayan, K., Temkin, N., Machamer, J., & Dikman, S. (2007). The measurement and
magnitude of awareness difficulties after traumatic brain injury: A longitudinal
study. Journal of the International Neuropsychological Society, 13, 561-570.
Ponsford, J., Sloan, S., & Snow, P. (1995). Traumatic brain injury: Rehabilitation for
everyday adaptive living. London, England: Erlbaum.
Prigatano, G. (2005). Disturbances of self-awareness and rehabilitation of patients with
brain injury: A 20-year perspective. Journal of Head Trauma Rehabilitation, 20,
19-29.
Reece, R. M., & Sege, R. (2000). Childhood head injuries: Accidental or inflicted?
Archives of Pediatric and Adolescent Medicine, 154, 11-15.
Semrud-Clikeman, M. (2001). Traumatic brain injury in children and adolescents:
Assessment and intervention. New York: Guilford.
Suzman, K. B., Morris, R. D., Morris, M. K., & Milan, M. A. (1997). Cognitive
behavioral remediation of problem solving deficits in children with acquired brain
injury. Journal of Behavioral Therapy and Experimental Psychiatry, 28, 203-212.
Thurman, D., Alverson, C., Dunn, K., Guerrero, J., & Sniezek, J. (1999). Traumatic brain
injury in the United States: A public health perspective. Journal of Head Trauma
and Rehabilitation, 14(6), 602-615.
Togher, L., Hand, L., & Code, C. (1997). Analyzing discourse in the traumatic brain
injury population: Telephone interactions with different communication partners.
Brain Injury, 11, 169-189.
Tromp, E., & Mulder, T. (1991). Slowness of information processing after traumatic head
injury. Journal of Clinical and Experimental Neuropsychology, 13, 821-830.
Turkstra, L., McDonald, S., & Kaufmann, P. (1995). Assessment of pragmatic
communication skills in adolescents after traumatic brain injury. Brain Injury, 10,
319-345.
Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special
education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice
Hall.
Tyler, J. S., & Mira, M. P. (1999). Traumatic brain injury in children and adolescents: A
sourcebook for teachers and other school personnel. Austin, TX: PRO-ED.
Youse, K., & Coelho, C. (2005). Working memory and discourse production abilities
following closed head injury. Brain Injury, 19, 1001-1009.
Download