Assessment of Students with Traumatic Brain Injury

Autor/inn/en	Chesire, David J.; Buckley, Valerie A.; Canto, Angela I.
Titel	Assessment of Students with Traumatic Brain Injury
Quelle	In: Communique, 40 (2011) 2, S.8-9 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	School Psychologists; Head Injuries; Brain; School Personnel; Student Evaluation; Special Needs Students; Student Needs; Disability Identification; Mainstreaming; Counselor Role; Intervention; Academic Accommodations (Disabilities); Coping; Student Adjustment + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Kopfverletzung; Gehirn; Schulpersonal; Schulnote; Studentische Bewertung; Sonderpädagogischer Förderbedarf; Bewältigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	The incidence of brain injuries, as well as their impact on individuals who sustain them, has received growing attention from American media in recent years. This attention is likely the result of high profile individuals suffering brain injuries. Greater public awareness of traumatic brain injuries (TBIs) has also been promoted by sources such as the American Academy of Pediatrics (2010) and the National Football League. Due to the fact that children with traumatic brain injuries have been a mostly ignored population until recently, it is likely that school personnel in general, and school psychologists in particular, have not developed a comfort level for addressing the unique needs of this population. As with any group of people that have special needs, the entire process begins with identification. Once identified, it then becomes incumbent on school districts to monitor the progress of each child as he or she begins the process of re-entry into their home school. As a child with a TBI becomes ready to attend school, the role of the school psychologist becomes especially important with respect to assessing the child's needs, participating in the development of relevant accommodations and interventions, and monitoring progress. In this article, the authors discuss how to assess students with TBI. They describe domains of assessment that are relevant to the school psychologist. They also discuss the importance of adopting a practice of an on-going assessment. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10