Recognition that traumatic brain injury (TBI) in children has enduring effects on school performance has led to the addition of TBI as an educational disability category. Because many of the communication problems of these children can be attributed to cognitive disruption, speech-language pathologists must broaden the scope of assessment and focus intervention on significant cognitive-communicative and metacognitive needs. Collaboration, including participation of the family and student, is seen as the most sensible and efficient service delivery model for children with TBI. In this article, principles and procedures of collaborative intervention are discussed, and intervention activities that embody these principles are outlined.