Children and adolescents with learning and behavioral difficulties resulting from head injuries share some common problems with individuals with learning disabilities. A review of the literature regarding the effects of head injury in children reveals important developmental considerations in terms of both outcome and treatment. This article reviews these issues and focuses on appropriate assessment practices with individuals who have acquired brain injury and who may have many difficulties in learning that are similar to those of the learning disabled child.
Get full access to this article
View all access options for this article.
References
1.
Bakker, D.J. (1983). Hemispheric specialization and specific reading retardation. In M. Rutter (Ed.), Developmental neuropsychiatry (pp. 498–506) New York: Guilford Press.
2.
Barkley, R.A. (1981). Learning disabilities. In E. Mash & L. Terdal (Eds.), Behavioral assessment of childhood disorders (pp. 441–482) New York: Guilford Press.
3.
Chadwick, O., Rutter, M., Thompson, J., & Shaffer, D. (1981). Intellectual performance and reading skills after localized head injury in childhood. Journal of Child Psychology and Psychiatry, 22, 117–139.
4.
Christensen, A.L. (1975). Luria's neuro-psychological investigation. New York: Spectrum.
5.
Doehring, D.G., & Hoshko, I.M. (1977). Classification of reading problems by the Q-technique of factor analysis. Cortex, 13, 281–294.
6.
Dunn, L.M., & Dunn, L.M. (1981). Manual: Peabody picture vocabulary test-Revised. Circle Pines, MN: American Guidance Service.
7.
Ellison, P.H. (1983). The relationship of motor and cognitive function in infancy, pre-school and early school years. Journal of Clinical Child Psychology, 12, 81–90.
8.
Federal Register. (1976). Education of handicapped children and incentive grants program, 41, 56977.
9.
Fisk, J.L., & Rourke, B.P. (1979). Identification of subtypes of learning disabled children at three age levels: A neuropsychological multivariate approach. Journal of Clinical Neuropsychology, 1, 289–310.
10.
Fox, B., & Routh, D.K. (1983). Reading disability, phonemic analysis, and dysphonetic spelling: A follow-up study. Journal of Clinical Child Psychology, 12, 28–32.
11.
Gaddes, W.H. (1976). Prevalence estimates and the need for definition of learning disabilities. In R.M. Knights & D.J. Bakker (Eds.), The neuropsychology of learning disorders: Theoretical approaches (pp. 3–24) Baltimore: University Park Press.
12.
Gaddes, W.H. (1981). An examination of the validity of neuropsychological knowledge in educational diagnosis and remediation. In G. W. Hynd & J.E. Obrzut (Eds.), Neuropsychological assessment and the school-age child: Issues and procedures (pp. 27–84) New York: Grune & Stratton.
13.
Gaddes, W.H. (1985). Learning disabilities and brain function: A neuropsychological approach (2nd ed.). New York: Springer-Verlag.
14.
Golden, C.J. (1978). Diagnosis and rehabilitation in clinical neuropsychology. Springfield. IL: Charles C Thomas.
15.
Golden, C.J. (1981). The Luria-Nebraska Children's Battery: Theory and formulation. In G. W. Hynd & J.E. Obrzut (Eds.), Neuropsychological assessment and the school-age child: Issues and procedures (pp. 277–302) New York: Grune & Stration.
16.
Golden, C.J., Hammeke, T.A., & Purisch, A.D. (1980). The Luria-Nebraska neuropsychological battery: Manual. Los Angeles: Western Psychological Services.
17.
Goldstein, G. (1979). Methodological and theoretical issues in neuropsychological assessment. Journal of Behavioral Assessment, 1, 23–41.
18.
Gott, P.S. (1973). Cognitive abilities following right and left hemispherectomy. Cortex, 9, 266–274.
19.
Hynd, G.W., Snow, J., & Becker, M.G. (1986). Neuropsychological assessment in clinical child psychology. In B.B. Lahey & A.E. Kazdin (Eds.), Advances in clinical child psychology (pp. 35–86) New York: Plenum Press.
Jastak, J.F., & Jastak, S.R. (1965). The wide range achievement test. Wilmington, DE: Guidance Associates.
22.
Klove, H. (1974). Validation studies in adult clinical neuropsychology. In R.M. Reitan & L.A. Davison (Eds.), Clinical neuropsychology: Current status and applications (pp. 211–235) New York: Winston-Wiley.
23.
Luria, A.R. (1972). The man with a shattered world. New York: Basic Books.
24.
Luria, A.R. (1973). The working brain. Harmonds-Worth: Penguin Books.
25.
McCarthy, D. (1972) McCarthy scales of children's abilities. New York: Psychological Corp.
26.
McKinney, J.D. (1984). The search for subtypes of specific learning disability. Journal of Learning Disabilities, 17, 43–50.
27.
Meier, M.J. (1974). Some challenges for clinical neuropsychology. In R.M. Reitan & L.A. Davison (Eds.), Clinical neuropsychology: Current status and applications (pp. 289–323) New York: Winston-Wiley.
28.
Milani-Comparetti, A., & Gidoni, E.A. (1967). Routine developmental examination in normal and retarded children. Developmental Medicine and Child Neurology, 9, 631–638.
29.
Milich, R.S., & Loney, J. (1979). The factor composition of the WISC for hyperkinetic/MBD males. Journal of Learning Disabilities, 12, 491–495.
30.
Myklebust, H.R., & Boshes, B. (1969). Final report, minimal brain damage in children. Washington, DC: U.S. Department of Health, Education, and Welfare.
31.
Nolan, D.R.Hammeke, T.A., & Barkley, R.A. (1983). A comparison of the patterns of the neuropsychological performance in two groups of learning disabled children. Journal of Clinical Child Psychology, 12, 22–27.
32.
Obrzut, J.E. (1981). Neuropsychological procedures with school-age children. In G.W. Hynd & J.E. Obrzut (Eds.), Neuropsychological assessment and the school-age child: Issues and procedures (pp. 237–275) New York: Grune & Stratton.
33.
Obrzut, J.E., & Hynd, G.W. (1983). Implications of neuropsychology for learning disabilities. Journal of Learning Disabilities, 16, 532–533.
34.
Obrzut, J.E., & Obrzut, A. (1982). Neuropsychological perspectives in pupil services: Practical application of Luria's model. Journal of Research and Development in Education, 15, 38–47.
35.
Petrauskas, R., & Rourke, B.P. (1979). Identification of subgroups of retarded readers: A neuropsychological multivariate approach. Journal of Clinical Neuropsychology, 1, 17–37.
36.
Prasse, D., Ellison, P., & Siewart, J. (1982, March). Neurological integrity and the McCarthy scales: Research-based qualifiers and applications. Paper presented at the National Association of School Psychologists, Toronto.
37.
Rattan, A.I., Rattan, G., Gray, J.W., & Dean, R.S. (1987). Defining neuropsychological constructs of the WISC-R with learning disabled children. Paper presented at the 19th Annual National Association of School Psychologists Convention, New Orleans.
38.
Reitan, R.M. (1969). Manual for administration of neuropsychological test batteries for adults and children. Indianapolis, IN: Author.
39.
Reitan, R. M., & Davison, L. A. (Eds.). (1974). Clinical neuropsychology: Current status and applications. New York: Winston-Wiley.
40.
Rosner, B.B. (1974). Recovery of function and localization of function in historical perspective. In D.G. Stein, J.J. Rosen, & N. Butters (Eds.), Plasticity and recovery of function in the central nervous system (pp. 1–29) New York: Academic Press.
41.
Rourke, B.P., & Gates, R.D. (1981). Neuropsychological research and school psychology. In G.W. Hynd & J.E. Obrzut (Eds.), Neuropsychological assessment and the school-age child: Issues and procedures (pp. 3–25) New York: Grune & Stratton.
42.
Rourke, B.P., & Strang, J.D. (1978). Neuropsychological significance of variations in patterns of academic performance: Motor, psychomotor, and tactile-perceptual abilities. Journal of Pediatric Psychology, 2, 62–66.
43.
Rourke, B.P., & Strang, J.D. (1983). Subtypes of reading and arithmetical disabilities: A neuropsychological analysis. In M. Rutter (Ed.), Developmental neuropsychiatry (pp. 473–488) New York: Guilford Press.
44.
Russell, A., Neuringer, C., & Goldstein, G. (1970). Assessment of brain damage: A neuropsychological key approach. New York: Wiley-Interscience.
45.
Satz, P., & Babbler, D. (1970). Reading retardation, neuropsychological, perceptual and psycholinguistic factors. Rotterdam: University of Rotterdam Press.
46.
Satz, P., Friel, J., & Rudegair, F. (1976). Some predictive antecedents of specific reading disability: A two, three, and four year follow-up. In J. Guthrie (Ed.), Aspects of reading acquisition (pp. 46–62) Baltimore: Johns Hopkins University Press.
47.
Satz, P., & Morris, R. (1980). Learning disability subtypes: A review. In F.J. Pirozzolo & M.C. Wittrock (Eds.), Neuropsychological and cognitive processes in reading (pp. 109–141) New York: Academic Press.
48.
Seiz, M., & Wilson, S.L. (in press). Neuropsychological bases of common learning and behavior problems in children. In C.R. Reynolds (Ed.), Handbook of child clinical neuropsychology: Issues and techniques of diagnosis, treatment, and training. New York: Plenum Press.
49.
Smith, A. (1975). Neuropsychological testing in neurological disorders. In W.J. Friedlander (Ed.), Advances in neurology (pp. 49–110) New York: Raven Press.
50.
Wechsler, D. (1949). Wechsler intelligence scale for children manual. New York: Psychological Corp.
