Facilitating School Reintegration for Children with Traumatic Brain Injury

Document Type

Book

Publication Date

2011

Abstract

In an instant, a child's life can be changed by a traumatic brain injury (TBI). Although most childhood disorders are devastating, TBI differs from other childhood disorders in that it is often sudden and unexpected. Given the nature of TBI in children, it is not surprising that both physical and psychological consequences are typical. Because the resultant changes in children have a marked effect on those directly involved with their care, including the family school, and community, it is vital that interdisciplinary collaboration occurs to foster optimal outcomes. This chapter details the nature of changes in the child, family, school, and community after TBI, from examination of premorbid functioning through recovery of function. Although outcomes vary considerably based on multiple factors, steps taken by professionals and parents alike can have a marked effect on the affected child's recovery and quality of life. This chapter addresses the need for interdisciplinary collaboration and cooperation among disciplines and professional teaming with parents to maximize outcomes for children with TBI as they return to the school and community after the injury. It is argued that this process should begin immediately after injury and continue well into the recovery phase with ongoing collaborative problem solving needed to optimize outcomes for children with TBI. Chapter sections include epidemiology, trauma and emergency care, stabilization, recovery and rehabilitation, and transition and reintegration into the educational setting.

Publication Title

Handbook of Pediatric Neuropsychology

First Page

1155

Last Page

1168

Comments

Chapter in: Davis, Andrew S. (Ed), (2011). Handbook of Pediatric Neuropsychology. New York, NY, US: Springer Publishing.

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