@article{nolin_assessment_2009,

title = {Assessment of inhibition deficits with the virtual classroom in children with traumatic brain injury: A pilot-study},

author = {P. Nolin and C. Martin and S. Bouchard},

url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-71749121874&partnerID=40&md5=e13dc1c0941767a5d373bb1f8177b2c6},

issn = {15548716 (ISSN)},

year  = {2009},

date = {2009-01-01},

journal = {Annual Review of CyberTherapy and Telemedicine},

volume = {7},

number = {1},

pages = {240–242},

abstract = {This study compared the performance of 8 children who have sustained a traumatic brain injury on the traditional VIGIL Continuous Performance Testand the Continuous Performance Test included in the Virtual Classroom. Results supported the hypothesis, showing that the Continuous Performance Test from the Virtual Classroom showed more sensitivity concerning inhibition deficits. More precisely, children showed more commission errors and longer reaction time. These results can be explained by the ecological character of the Virtual Classroom, meaning that this instrument is close to real-life experiences and requires more attention and inhibition resources.},

keywords = {article, attention deficit disorder, Attention Deficit Disorder with Hyperactivity, Brain, Brain Injuries, brain injury, Child, Children, clinical article, Computer aided instruction, Ecological character, human, Humans, inhibition (psychology), Inhibition deficit, Life experiences, neuropsychological test, Neuropsychological Tests, Performance tests, Pilot Projects, Pilot studies, pilot study, reaction time, school, Traumatic Brain Injuries, traumatic brain injury, Virtual Classroom, virtual reality},

pubstate = {published},

tppubtype = {article}

}