Unmet Rehabilitation Needs After Hospitalization for Traumatic Brain Injury

Fuentes, Molly; Jin, Wang; Haarbauer‐Krupa, Juliet; Yeates, Keith Owen; Durbin, Dennis R.; Zonfrillo, Mark R.; Jaffe, Kenneth M.; Temkin, Nancy; Tulsky, David S.; Bertisch, Hilary; Rivara, Frederick P.

doi:10.1542/peds.2017-2859

Cited by 75 publications

(61 citation statements)

References 21 publications

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“…15 Unmet needs have been found to be highest for physiatry, educational, and speech-language services, and these needs were more common in individuals further from the point of injury and those with cmTBI. 13 While poor communication between hospitals and schools and knowledge barriers among parents and teachers explain some reasons why students with TBI are not receiving appropriate support services, 49,[51][52][53] even those children who have been properly identified and evaluated may end up having unmet needs in the school environment. 13,15,54 In fact, longitudinal studies suggest that problems associated with TBI tend to persist or worsen as children progress through school.…”

Section: Service Provision For Students With Tbimentioning

confidence: 99%

“…Early discharge is especially common among children with cmTBI (compared with moderate to severe TBI) and among older children (compared with younger children). 13,14 Related studies have revealed that outpatient health care services are similarly underutilized, 15,16 with unmet needs found to be highest among children whose injuries appeared to be less severe in the acute phase. 17,18 Not coincidentally, these students are also more likely to have an unmet need for speech-language pathology services in the months and years postinjury.…”

mentioning

confidence: 99%

“…17,18 Not coincidentally, these students are also more likely to have an unmet need for speech-language pathology services in the months and years postinjury. 13…”

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confidence: 99%

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Using Nonstandardized Assessments to Evaluate Cognitive-Communication Abilities following Pediatric Traumatic Brain Injury

Lundine

Hall

2020

Semin Speech Lang

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The subtle cognitive-communication challenges experienced by students with traumatic brain injury (TBI) are often missed, leaving these students with unmet needs in the school environment and increasing the likelihood for negative social, academic, and vocational outcomes. For children and adolescents with TBI, nonstandardized assessment offers several advantages over standardized assessment procedures, and may improve speech-language pathologists' ability to identify students who might benefit from intervention services. This article discusses curriculum-based assessment and discourse analysis specifically and uses case studies to demonstrate how these procedures can be used within the school environment. Nonstandardized assessment procedures are a valuable tool to measure a student's cognitive-communication abilities and the effects of intervention in real-world contexts.

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Section: Service Provision For Students With Tbimentioning

confidence: 99%

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confidence: 99%

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Using Nonstandardized Assessments to Evaluate Cognitive-Communication Abilities following Pediatric Traumatic Brain Injury

Lundine

Hall

2020

Semin Speech Lang

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“…7,13,30 Social communication has been documented as a persistent area of need for children after TBI; however, it continues to be undertreated despite the fact that rehabilitation services help improve functional outcomes for children with TBI. 7,13,28,30,31 As social isolation is one of the long-term debilitating consequences of pediatric TBI, 5,32 one of the primary goals of rehabilitation then should be to facilitate developmentally appropriate social trajectories. Moreover, social communication and social competencies are critical in supporting long-term positive outcomes for children with TBI, including social participation for successful reintegration into school and the community.…”

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confidence: 99%

A Conceptual Framework of Social Communication: Clinical Applications to Pediatric Traumatic Brain Injury

Wiseman-Hakes

Kakonge

Doherty³

et al. 2020

Semin Speech Lang

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Social communication impairments are common following pediatric traumatic brain injury (TBI) and can lead to social isolation, and poor social outcomes. Social communication has been documented as a persistent area of need in terms of proper assessment and intervention; however, this is not consistently addressed in clinical practice. While there is a body of evidence regarding social communication impairments and pediatric TBI, this area is not yet fully understood and remains underrecognized. To meet this gap, we provide a conceptual framework of social communication from a neurodevelopmental perspective, which can be applied to better understand the social communication impairments associated with pediatric TBI. We propose a general model of social communication with component constructs and consideration of internal factors such as sex and gender. These can inform considerations, clinical applications, and future research in assessment and evidence-based interventions within the domain of social communication.

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“…Yet inconsistent communication between health care professionals, parents and school systems, coupled with parents' and educators' limited understanding of the possible effects of mTBI, often results in children with mTBI being under‐identified for the receipt of support services in school . Children are also unlikely to receive follow‐up in the health care system, particularly following mTBI, further increasing the likelihood that they will experience unmet educational needs . Some health care providers facilitate communication with schools by providing written documentation describing a student's current symptoms, complications and recommendations for accommodations at the time of injury .…”

mentioning

confidence: 99%

What Schools Need to Know about the Centers for Disease Control and Prevention's Guideline on Diagnosis/Management of Mild Traumatic Brain Injury in Children—A Commentary

McAvoy¹,

Haarbauer‐Krupa

2019

Journal of School Health

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Citation:McAvoy K, Haarbauer-Krupa J. What schools need to know about the centers for disease control and prevention's guideline on diagnosis/management of mild traumatic brain injury in children-a commentary.T raumatic brain injury (TBI) in children is a growing public health concern. In 2013, there were an estimated 641,935 TBI-related emergency department (ED) visits, 17,930 TBI-related hospitalizations, and 1484 TBI-related deaths among children aged 0 to 14 years. 1 A recent research study on parentreported TBI estimates that 1.8 million children in the United States have experienced TBI in their lifetime. 2 Additionally, it is estimated that for children who seek care in an ED for a TBI, 70-90% of these are classified as mild. 3,4 Recent research examining the point of entry for care in a large children's health care network reported that children with mild TBI (mTBI) are more likely to be seen in their pediatrician's office and not included in ED visit counts, broadening the diversity of locations where children receive medical care after TBI. 5 In addition, some children may not be seen for a medical assessment at the time of injury. 6 Children with mTBI are more likely to recover faster than children with more severe injuries. 7 Current research suggests that 70% of children with mTBI will recover within 28 days postinjury. 8 After a child experiences an mTBI, the child and the family must navigate 2 models of care: medical and educational. A medical assessment identifies a

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Unmet Rehabilitation Needs After Hospitalization for Traumatic Brain Injury

Abstract: Children hospitalized for TBI have persistent dysfunction with unmet needs across multiple domains. After initial hospitalization, children with TBI should be monitored for functional impairments to improve identification and fulfillment of service needs.

Cited by 75 publications

References 21 publications

Using Nonstandardized Assessments to Evaluate Cognitive-Communication Abilities following Pediatric Traumatic Brain Injury

Using Nonstandardized Assessments to Evaluate Cognitive-Communication Abilities following Pediatric Traumatic Brain Injury

A Conceptual Framework of Social Communication: Clinical Applications to Pediatric Traumatic Brain Injury

What Schools Need to Know about the Centers for Disease Control and Prevention's Guideline on Diagnosis/Management of Mild Traumatic Brain Injury in Children—A Commentary

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