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Article
December 1964

Behavioral Development in Brain-Damaged ChildrenThree Case Studies

Author Affiliations

NEW YORK
Research Professor, Pediatrics, Albert Einstein College of Medicine (Dr. Birch); Associate Professor, Psychiatry, New York University School of Medicine (Dr. Thomas); and Professor, Psychiatry, New York Medical College (Dr. Chess).

Arch Gen Psychiatry. 1964;11(6):596-603. doi:10.1001/archpsyc.1964.01720300026004
Abstract

The object of the present paper is to describe the developmental course and current functioning of three children with brain damage. Since these children have been, and continue to be, subjects in a longitudinal study of child development they have been followed from early infancy into the school years. The data available on each of the children are continuous from birth and include information on behavioral characteristics of the child, patterns of parental performance, clinical neurologic and psychiatric manifestations, and psychometric status. Each of the children has had a course of development and has at present achieved a level of functioning which is indicative of different types of developmental consequence which may follow brain damage in early childhood. They therefore provide a unique opportunity for studying the emergence of behavioral style, both normal and disordered, in brain-damaged children.

Method  The three children

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