摘要:

This article presents the key issues and concerns that education and rehabilitation professionals must deal with in the proper identification, classification, and placement of students with traumatic brain injuries CTBD into school systems. Students with TBIs are often misidentified by educational systems, and the medical classifications of mild, moderate, and severe brain injury may not be reliable indicators of schoolrelated problems. In addition, the public laws governing special education services fail to clarify the similarities and differences between academic instruction and rehabilitative therapies. The lack of crossdisciplinary planning between the medical and educational models creates a host of problems for students in transition from one system to another

ISSN:0885-9701    

出版商:OVID    

年代:1991

数据来源: OVID

摘要:

This article explores factors related to successful school reentry for students following traumatic brain injury. Despite substantial variability in needs of the students and capabilities of hospitals and schools providing transitional services, there are principles and guidelines that deserve careful attention. Given the differences between traumatic brain injury and traditional special education categories, flexibility in assessment, application of criteria for services, and program planning is of particular importance. The article ends with a case management checklist designed to guide the transitional process

ISSN:0885-9701    

出版商:OVID    

年代:1991

数据来源: OVID

摘要:

Successful educational reintegration for students with traumatic brain injury CTBI) is predicated on a carefully designed assessment. School psychologists, because of their training and school-based roles, are central persons in conducting assessments of students with TBI. The unique characteristics of this population, however, necessitate the modification of traditional school psychologic assessment techniques. In this article, five characteristics of optimal assessments for students with TBI are discussed. Such assessments should be (1) consistent with special education eligibility, (2) neuropsychologically based, (3) multidisdplinary, (4) ecologic, and (5) periodic and ongoing

ISSN:0885-9701    

出版商:OVID    

年代:1991

数据来源: OVID

摘要:

The school setting presents the reentering traumatic brain injury CTBI) student with a complex array of challenges. Augmenting traditional evaluation with descriptive functional assessment techniques is advocated. A functional assessment may assist in obtaining a contextually relevant profile of performance strengths and weaknesses within the classroom. This article discusses four skill areas suggested for inclusion in a functional assessment. Specific appraisal techniques and case examples are provided

ISSN:0885-9701    

出版商:OVID    

年代:1991

数据来源: OVID

摘要:

There is growing concern that placement needs of students with traumatic brain injury CTBI) are not being met adequately in the schools. In an effort to generate discussion regarding categorical versus noncategorical placement of these students and to prevent advocates for students with TBI from inadvertently “reinventing a wheel that does not roll,” this article outlines the assumptions underlying the categorical service delivery model, as well as the counterassumptions and evidence discouraging It. Implications for service delivery and future research are discussed

ISSN:0885-9701    

出版商:OVID    

年代:1991

数据来源: OVID

摘要:

Students with traumatic brain injury OTBO often differ from their peers in significant ways. These differences must be attended to programmatically. This article targets responsibilities that educators have to students with TBI. Educators must relate the students' learning problems to their skill levels and learning styles to provide successful learning experiences for them. Approaches to program selection for a variety of students are described. Teaching techniques and strategies that benefit students also are delineated. A cognitive approach to teaching and learning is emphasized

ISSN:0885-9701    

出版商:OVID    

年代:1991

数据来源: OVID

摘要:

Pertinent background information addressing statistical representation of students with traumatic head injuries and the deficits they present is discussed in this article as a foundation for individuals seeking or providing services for postsecondary students who have suffered traumatic brain injuries CTBI). Descriptions of a variety of program models and services are included. Three case histories highlight program profiles and outcomes. Enabling services such as counseling are described. A case is made for the feasibility of providing postsecondary programs for survivors of TBI

ISSN:0885-9701    

出版商:OVID    

年代:1991

数据来源: OVID

摘要:

If professionals are to help children and adolescents with traumatic brain injuries CTBD resume effective lives within the school and community, it is important to understand the implications of TBI on school performance. This article suggests methods for developing professional training and development programs for education professionals who will be involved in the school reentry process and the maintenance of school programming

ISSN:0885-9701    

出版商:OVID    

年代:1991

数据来源: OVID

摘要:

Using cluster analytic techniques, the authors investigated coping strategies (CS) used by families of 13 severe, 22 moderate, and 11 mild head-injured male patients in a marital or common-law living arrangement and the relationship of these strategies to marital adjustment. Three CS groups were identified: a high and medium CS use group that was older than a low CS use group. Injury severity, time postacddent, and patients' psychosocial functioning were not associated with CS use. However, high-use families reported higher dyadic adjustment, while low-use families reported higher sexual intimacy. The amount and pattern of CS use as well as age appear to be important factors in accounting for the relationship between CS and marital adjustment

ISSN:0885-9701    

出版商:OVID    

年代:1991

数据来源: OVID

ISSN:0885-9701    

出版商:OVID    

年代:1991

数据来源: OVID