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Note, in Fig. 5.9c, that the maximum value of S2 (0)/2 is almost equal to the value at the rst system carrier frequency, 55.25 MHz. It is only 1/11 of the way from the peak of the 666-MHz-wide sloped region and less than 0.5 dB from the peak. Therefore, we will take the peak to be the worst case for CSO. While the larger central response contains difference frequencies, the smaller (half height) responses contain sum frequencies, and thus the actual discrete frequencies are at different offsets. Even if they did add, the maximum would not be

Journal of the American Academy of Child and Adolescent Psychiatry, 33, 849 957 Riccio, C A, & Reynolds, C R (1998) Neuropsychological assessment of children In C R Reynolds (Ed), Comprehensive clinical psychology (Vol 4, pp 267 301) Oxford: Elsevier..

1.3.3 Grating Lobes A phased array may have several radiating lobes of peak intensities comparable with that of the desired beam. Such undesired radiating lobes are known as grating lobes. The grating lobes should not be confused with the side lobes. Usually, a side lobe has much lower peak intensity than that of a grating lobe. For quantitative

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No single assessment method for TBIs is used across settings or individuals Due to the rapid changes that can occur following TBI, in order to document small changes in behavioral or psychological functioning over time, it may be necessary to supplement standardized norm-referenced measures that may require substantial improvement to demonstrate change over time due to item gradients with curriculum-based or criterion-referenced measures In this section we brie y highlight some of the issues involved in assessment of functioning following TBI; for more thorough consideration of these issues, see Riccio and Reynolds (1999) and Semrud-Clikeman (2001) Given the unique nature of TBI (eg, de cits and symptoms vary with the nature and type of injury, resulting in a wide range of potential de cits and symptoms), the assessment process is more comprehensive than may be typical for other disorders or referral questions.

The video band extends from zero (approximately) to Bv , and the average height of the triangle in that range is (see Fig. 5.4b) S2,avg Bv S2 (0) 1 = 2 2 2Br leading to a noise power of pn =

Low birth weight (LBW) typically is de ned as birth weight less than 2,500 grams, or less than 5 pounds 8 ounces. Very low birth weight (VLBW) is de ned as birth weight less than 1,500 grams, or less than 3 pounds 5 ounces (Taylor, Klein, & Hack, 2000), and extremely low birth weight (ELBW) is de ned as birth weight less than 1,000 grams, or less than 2 pounds 3 ounces (G. P. Aylward, 2002; Saigal et al., 2006). The majority of infants with LBW are considered to have moderate LBW, or birth weight between 1,500 and 2,499 grams (J. A. Martin et al., 2005). With advances in medical technology and care, many more infants with all categories of LBW survive than was the case in the early 1900s, although mortality rates remain high for infants weighing less than 600 grams at birth (Lemons et al., 2001; Taylor, Klein, & Hack 2000). Many infants with LBW continue to show de cits in multiple areas of development into childhood, adolescence, and young adulthood (Saigal et al., 2006). As survival rates have increased, so has our understanding of the developmental outcomes associated with LBW.

That is, much variance exists within this diagnostic category, so that different children who have suffered TBI may exhibit quite different cognitive, behavioral, emotional, and other symptoms For children with TBI, the primary assessment goal is not really to reach a diagnosis or classi cation but to establish postinjury baseline data, identify areas of strength and weakness, and continuously monitor change over time in neuropsychological and behavioral functioning (Riccio & Reynolds, 1999) This monitoring over time has been termed developmental surveillance (Wetherington & Hooper, 2006) and is necessary to detect unpredictable individual differences in recovery and change following TBI Individual areas of strength and weakness should then drive the development of individualized interventions based on the child s unique needs.

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The assessment itself should be organized in such a manner that the majority of areas of functioning as well as the various contexts in which the child is expected to function are considered Riccio and Reynolds (1999) identi ed a number of key features to the organization for neuropsychological assessment of children with TBI; these include:.

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