Educational Considerations in Traumatic Brain Injury-Reference-Cited by-同舟云学术

Educational Considerations in Traumatic Brain Injury

Published:1993-04 Issue:2 Volume:24 Page:67-75
ISSN:0161-1461
Container-title:Language, Speech, and Hearing Services in Schools
language:en
Short-container-title:LSHSS

Author:

Russell Nancy K.¹

Affiliation:

1. State University College at Buffalo, NY

Abstract

The role of the speech-language pathologist in service provision to children and youth with traumatic brain injury in educational settings has become blurred with that of numerous disciplines. In view of recent federal legislation, PL 101-476 (IDEA), which designates a new educational disability category for brain injury, this article describes various concerns and assessment techniques that define the role of speech-language pathologists in service provision.

Publisher

American Speech Language Hearing Association

Subject

Speech and Hearing,Linguistics and Language,Language and Linguistics

Link

http://pubs.asha.org/doi/pdf/10.1044/0161-1461.2402.67

Reference54 articles.

1. American Speech-Language-Hearing Association (1987 June). The role of speech-language pathologists in the habilitation and rehabilitation of cognitively impaired individuals: A report of the subcommittee on language and cognition. Asha pp. 53–55.

2. American Speech-Language-Hearing Association (1988 March). The role of speech-language pathologists in the identification diagnosis and treatment of individuals with cognitive-communicative impairments: A position statement. Asha p. 79.

3. Speeded performance following head injury in children;Bawden H.;Journal of Clinical and Experimental Neuropsychology,1985

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