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Integration of Neuropsychology in Educational Planning Following Traumatic Brain Injury Peter L. Stavinoha, Preventing School Failure Page 6 of 6

Slomine, B. S., Gerring, J. P., Grados, M. A., Vasa, R., Brady, K. D., Christensen, J. R., et al. (2002). Performance on measures of executive function following pediatric traumatic brain injury. Brain Injury, 16, 759–772.

Taylor, H. G., Yeates, K. O., Wade, S. L., Drotar, D., Stancin, T., & Minich, N. (2002). A prospective study of short- and long-term outcomes after traumatic brain injury in children: Behavior and achievement. Neuropsychology, 16, 15–27.

Wrightson, P., McGinn, V., & Gronwall, D. (1995). Mild head injury in preschool children: Evidence that it can be associated with persisting cognitive defect. Journal of Neurology, Neurosurgery, and Psychiatry, 59, 375–380.

Yeates, K. O. (2000). Closed head injury. In K. O. Yeates, M. D. Ris, & H. G. Taylor (Eds.), Pediatric neuropsychology: Research, theory, and practice (pp. 92–116). New York: The Guilford Press.

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From Preventing School Failure magazine. Heldref Publications. Reprinted with permission. www.heldref.org.

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