@article{ref1,
title="Back to school: academic functioning and educational needs among youth with acquired brain injury",
journal="Children (Basel, Switzerland)",
year="2022",
author="Vanderlind, W. Michael and Demers, Lauren A. and Engelson, Georgina and Fowler, Rollen C. and McCart, Melissa",
volume="9",
number="9",
pages="e1321-e1321",
abstract="Youth with a history of traumatic or non-traumatic acquired brain injury are at increased risk for long-lasting cognitive, emotional, behavioral, social, and physical sequelae post-injury. Such sequelae have great potential to negatively impact this population's academic functioning. Consistently, poorer academic achievement and elevated need for educational supports have been well-documented among youth with a history of acquired brain injury. The current paper reviews the literature on neuropsychological, psychiatric, and academic outcomes of pediatric acquired brain injury. A discussion of special education law as it applies to this patient population, ongoing limitations within the field, and a proposal of solutions are also included.<p /> <p>Language: en</p>",
language="en",
issn="2227-9067",
doi="10.3390/children9091321",
url="http://dx.doi.org/10.3390/children9091321"
}