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Neuropsychological Deficits in Children With Traumatic Brain Injury
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Author(s): Kalliopi Megari (City College, University of York, Greece & University of Western Macedonia, Greece), Maria-Eleni Palioura (University of Western Macedonia, Greece), Stylianos A. Parasxiakos (University of Western Macedonia, Greece), Aglaia Skoutara (University of Western Macedonia, Greece), Panagiota Stougioude (University of Western Macedonia, Greece)and Anna Tsiakiri (Democritus University of Thrace, Greece)
Copyright: 2025
Pages: 22
Source title:
Clinical Applications of Pediatric Neuropsychology from Infancy to Adolescence
Source Author(s)/Editor(s): Kalliopi Megari (City College, University of York, Greece)
DOI: 10.4018/979-8-3693-9689-6.ch013
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Abstract
Τraumatic brain injury (TBI) is a common neurological condition resulting from an external force, blunt or penetrating, applied to the skull, which can cause temporary or permanent impairments in brain function. Additionally, TBI is the most common cause of disability and death in childhood. Studies indicate that children under the age of seven face a significantly higher risk of injuries necessitating urgent hospitalization compared to older children. Secondary lesions develop as a consequence of primary injuries, often emerging days after the initial trauma due to extensive cellular damage. These lesions include cerebral edema, ischemia, and metabolic dysfunctions, which exacerbate the initial damage and can have long-term implications for neurodevelopment. Social training, family therapy and speech therapy are also applied to to help children. This chapter aims to analyze the neuropsychological impact of TBI in children, focusing on mechanisms, diagnostic tools, and therapeutic approaches.
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