Beyond academic performance: Practice implications for working with students following traumatic brain injury

Author:

Mealings Margaret12,Douglas Jacinta13,Olver John24

Affiliation:

1. Department of Community and Clinical Allied Health, La Trobe University, Bundoora, Australia,

2. Epworth Rehabilitation, Epworth Healtchare, Richmond, Australia,

3. Summer Foundation, Box Hill, Australia, and

4. Epworth Monash Rehabilitation Medicine Unit, Richmond, Australia

Publisher

Informa UK Limited

Subject

Speech and Hearing,LPN and LVN,Language and Linguistics,Otorhinolaryngology,Research and Theory

Reference66 articles.

1. American Speech-Language-Hearing Association. (2013). 2014 Standards for the Certificate of Clinical Competence in Speech-Language Pathology. Council for Clinical Certification in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association. Retrieved from http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/.

2. Effective Self-Advocacy

3. Functional Plasticity or Vulnerability After Early Brain Injury?

4. How can educational psychologists support the reintegration of children with an acquired brain injury upon their return to school?

5. Assessing the Transitions to Middle and High School

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