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Behavioral Development in Brain-Damaged ChildrenThree Case Studies
HERBERT G. BIRCH, PhD;
ALEXANDER THOMAS, MD;
STELLA CHESS, MD
Arch Gen Psychiatry. 1964;11(6):596-603.
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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
. . . [Full Text PDF of this Article]
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).
Footnotes
Submitted for publication May 27, 1964.
This investigation is supported in part by the United States Public Health Service (M-3614); the National Institutes of Health, National Institute of Child Health and Human Development (HD-00719-03); by the Association for the Aid of Crippled Children; and by the National Association for Retarded Children.
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