Functional evaluation of adolescent students with traumatic brain injury

Principles and Practice of Behavioral Assessment

“…To illustrate, Milton et al (1991) discussed the importance to rehabilitation efforts of assessing integration, critical thinking, visual processing, and conversational processing skills of adolescents following traumatic brain injury. Applegate, Blass, John, and Williams (1990) discussed the assessment of physical functioning, cognitive functioning, "emotional status," and social activities in older patients in order to guide intervention efforts.…”

An overview of attention deficits after paediatric traumatic brain injury

“…This could have a negative impact on social interaction, school settings or at the workplace. The environment in schools is particularly demanding because of the need to attend to and integrate complex information in an often loud and distracting environment [10], resulting in an increased risk of dropping out of school, becoming a social outcast with psychological problems and difficulties finding a job and future employment [11]. Deficits in attention could also impact negatively on the effect and outcome of rehabilitation programmes designed to improve functioning [12].…”

“…Attention could be seen as a function that supports higher cognitive thinking, learning and problem-solving [9][10][11][12][13][14]. There is no universal agreement on the definition of the structure of attention and performance in attention tasks is often a result of a whole range of cognitive abilities rather than specific domains.…”