Traumatic Brain Injury in Children and Adolescents : A Sourcebook for Teachers and Other School Personnel

by Tyler, Janet Siantz

• ISBN13: 9780890798058
• ISBN10: 0890798052
• Edition: 2nd
• Format: Paperback
• Copyright: 1999-03-01
• Publisher: Pro Ed
• More Book Details

Table of Contents

Preface	ix
Acknowledgments	xi
Introduction	1	(2)
Facts About Traumatic Brain Injury in Children and Adolescents	3	(6)
Incidence of Traumatic Brain Injury Among Children	3	(2)
Levels of Severity of TBI	5	(1)
Causes of TBI	6	(1)
Risk Factors in TBI	6	(3)
Developmental Aspects of Traumatic Brain Injury	9	(6)
Ongoing Brain Development	9	(2)
Influence of Age	11	(1)
Disruption of Social Development	12	(3)
Immediate and Long-Term Effects of Traumatic Brain Injury	15	(14)
Neuropathology of Traumatic Brain Injury	15	(1)
Cellular/Metabolic Effects	16	(1)
Characteristics of an Injured Brain	16	(1)
Initial Effects of TBI: The Early Acute Phase	17	(3)
Persisting Effects of TBI	20	(7)
Interaction of Problems Resulting from TBI	27	(2)
Psychosocial Effects of Traumatic Brain Injury	29	(10)
Types of Psychosocial Problems	29	(3)
Age Considerations	32	(1)
Issues in Adolescent TBI	32	(4)
The School's Role in Psychosocial Outcome	36	(3)
Continuum of Treatment for Traumatic Brain Injury	39	(8)
Components of a Comprehensive Program	39	(5)
How Schools Can Interact with Hospitals	44	(1)
Issues in Financing the Rehabilitation/Recovery Program	45	(2)
Planning for School Reentry	47	(14)
A Framework for Developing an Educational Plan for the Student Following a TBI	47	(1)
Establishing Communication Between Rehabilitation Professionals and Schools	47	(1)
Appropriate Educational Goals for Students with TBI	48	(1)
Critical Elements that Should Be in Place in Schools Before Reentry	49	(1)
Barriers that Can Impede Successful School Reintegration	50	(1)
Hospital-to-School Transition Planning	51	(3)
Evaluating and Modifying the School Environment	54	(1)
School Calendar and Daily Scheduling	55	(1)
IEP Planning	56	(1)
Establishing a System for Ongoing Monitoring	57	(1)
Case Management	57	(4)
Assessment of the Student with Traumatic Brain Injury	61	(8)
Assessment as a Longitudinal Process	61	(1)
Comprehensive Nature of Evaluation	62	(1)
Reasons for a Neuropsychological Examination	62	(1)
Components of a Neuropsychological Evaluation	63	(1)
Translating Neuropsychological Data into Educational Programming	64	(2)
Ecologically Valid Assessment	66	(3)
Programming for Students with Traumatic Brain Injury	69	(12)
Cognitive Retraining Within the School	69	(1)
The Educator's Role in Cognitive Retraining	70	(1)
Effective Instructional Techniques	71	(1)
Programming for Specific Deficits	71	(5)
Dealing with Behavioral Problems	76	(2)
Teacher Reactions to the Long-Term Effects of TBI	78	(1)
Sources of Teacher Frustration	79	(1)
Community Responses to Long-Standing Effects	79	(2)
Planning for Transitions	81	(10)
Transitions During the School Years	81	(3)
Delaying High School Graduation	84	(1)
Transition from High School	85	(6)
Families of Children and Adolescents with Traumatic Brain Injury	91	(10)
Emotional Reactions of the Family	91	(3)
Sources of Family Distress	94	(3)
Interrelation of Family Functioning and Long-Term Effects of TBI	97	(1)
How Schools Can Work with Families of Children with TBI	97	(4)
Summary and Implications for Future Directions	101	(6)
Effects of TBI	101	(2)
Reentry to School	103	(1)
Teaching the Student with TBI	104	(1)
Emerging Issues in TBI	104	(2)
Prevention	106	(1)
Appendix A: Annotated Bibliography	107	(4)
Appendix B: Physical Facilities and Planning Checklist for Schools	111	(4)
Appendix C: Case Manager Checklist for School Reentry Following TBI	115	(4)
Appendix D: Evaluation Summary	119	(8)
Appendix E: Neuropsychological Report	127	(8)
Glossary	135	(4)
References	139	(4)
Index	143	(6)
About the Authors	149