Neuropsychological assessment of cognitive and behavioral sequelae of pediatric closed head injury involves identification of manifest disabilities as well as relationships between these disabilities and a set of core skills. The assessment of moderator variables is crucial for development of appropriate intervention strategies. In addition to evaluation of academic abilities, assessment of a wide range of posttraumatic cognitive processing abilities is required to identify difficulties in areas such as attention and memory that impact academic performance. Since head injured children often do not meet eligibility guidelines, advocacy efforts are sometimes necessary to establish eligibility for academic intervention.
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