Self-regulation after traumatic brain injury: a framework for intervention of memory and problem solving.
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Study on Language Rehabilitation for Aphasia.Intervention for executive functions after traumatic brain injury: a systematic review, meta-analysis and clinical recommendations.Executive function, self-regulation and attribution in acquired brain injury: A scoping review.Teen online problem solving for teens with traumatic brain injury: Rationale, methods, and preliminary feasibility of a teen only intervention.Integrating cognitive rehabilitation: A preliminary program description and theoretical review of an interdisciplinary cognitive rehabilitation program.Evaluation of use of reading comprehension strategies to improve reading comprehension of adult college students with acquired brain injury.Heart rate variability biofeedback, executive functioning and chronic brain injury.Functional assessment of immediate task planning and execution by adults with acquired brain injury.Metamemory following childhood brain injury: A consequence of executive impairment.Association Between Metacognition and Mood Symptoms Poststroke.The impact of communication partner and discourse task on a person with traumatic brain injury: the use of multiple perspectives.Introducing the model of cognitive-communication competence: A model to guide evidence-based communication interventions after brain injury.Evaluation of a computer-based prompting intervention to improve essay writing in undergraduates with cognitive impairment after acquired brain injury.Remediation of social communication impairments following traumatic brain injury using metacognitive strategy intervention: a pilot study.Psychometric properties of the college survey for students with brain injury: individuals with and without traumatic brain injury.Attention and working memory training: A feasibility study in children with neurodevelopmental disorders.Exploring cognitive support use and preference by college students with TBI: A mixed-methods study.Assessment of higher level cognitive-communication functions in adolescents with ABI: Standardization of the student version of the functional assessment of verbal reasoning and executive strategies (S-FAVRES).Studying self-awareness in children: validation of the Questionnaire of Executive Functioning (QEF).Does metacognitive strategy instruction improve impaired receptive cognitive-communication skills following acquired brain injury?
P2860
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P2860
Self-regulation after traumatic brain injury: a framework for intervention of memory and problem solving.
description
2005 nî lūn-bûn
@nan
2005年の論文
@ja
2005年学术文章
@wuu
2005年学术文章
@zh-cn
2005年学术文章
@zh-hans
2005年学术文章
@zh-my
2005年学术文章
@zh-sg
2005年學術文章
@yue
2005年學術文章
@zh
2005年學術文章
@zh-hant
name
Self-regulation after traumati ...... of memory and problem solving.
@ast
Self-regulation after traumati ...... of memory and problem solving.
@en
type
label
Self-regulation after traumati ...... of memory and problem solving.
@ast
Self-regulation after traumati ...... of memory and problem solving.
@en
prefLabel
Self-regulation after traumati ...... of memory and problem solving.
@ast
Self-regulation after traumati ...... of memory and problem solving.
@en
P921
P356
P1476
Self-regulation after traumati ...... of memory and problem solving.
@en
P2093
Carl Coelho
Mary R T Kennedy
P304
P356
10.1055/S-2005-922103
P577
2005-11-01T00:00:00Z