Validation of a DC-DC boost circuit model and control algorithm
Abstract
Students who experience a traumatic brain injury may develop challenges in the areas of academics, behavior, and social emotional functioning. Many of these difficulties may be attributed to executive functioning deficits, which include impairments to higher-order cognitive processes such as reasoning, making decisions, monitoring, thinking critically, and metacognition. This study evaluated the efficacy of a school based psychosocial intervention for a student with a traumatic brain injury sustained in infancy who has related executive functioning deficits.
This paper has been withdrawn.
