Behavioral Development in Brain-Damaged Children

Brain Damage Syndromes in Childhood: Concepts and Findings*

“…There have been very few attempts to study these directly. The three brain damaged children in the New York longitudinal study varied in temperament (Birch et al, 1964) but follow-up suggested that this variation was important in terms of whether or not there were later psychiatric difficulties (Thomas and Ghess, 1975). Prechtl (Prechtl, 1960;Prechtl and Dijkstra, 1960) has reported that children with neurological abnormahties following perinatal complications show an increased rate of adverse behavioural attributes during the preschool period and Ucko (1965) found that boys who suffered neonatal anoxia tended to be more difficult temperamentally than other children (although some had positive and adaptive temperamental characteristics).…”

Cognitive tutoring as a mental health service for children with learning problems.

“…Cognitive tutoring also differs from other learning disabilities approaches that remediate specific perceptual deficits (e.g., Birch, 1964;Kephart, 1960; Frostig, Note 1). Because differences in academic growth patterns tend to be a result of what is taught (Sapir, 1971), content was chosen to approximate that of the classroom and what might be experienced by a child in his or her environment.…”

Cognitive and motor aspects of handicapping conditions in the neurologically impaired.

“…Those who are pushed in a wheelchair for the same period do not. The issues in many of the process studies discussed in hemiplegic adults have been raised for children with cerebral palsy (Birch & Lefford, 1964;Bortner & Birch, 1960;Ram, 1962;Teuber & Rudel, 1962).…”