Assessing Children With Traumatic Brain Injury During Rehabilitation

Farmer, Janet E.; Clippard, Dana; Luehr-Wiemann, Yvette; Wright, E. M.; Owings, Stephanie

doi:10.1177/002221949602900508

Cited by 53 publications

(28 citation statements)

References 46 publications

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“…Il est également indiqué que la majorité des éducateurs présentent un manque de connaissances de cette clientèle, qu'ils ne connaissent pas les répercussions engendrées par le TCC ou, lorsqu'ils les connaissent, pensent qu'elles ne durent que quelques mois (Hawley et al, 2004). Par ailleurs, d'autres études abordent l'importance de communiquer aux professeurs les informations pertinentes au sujet de l'adolescent TCC, et ce, dans le but de faciliter son retour à l'école (Farmer, Clippard, Luehr-Wiemman, Wright et Owings, 1996;Lepage et al, 2000). …”

Section: Constats Et Discussionunclassified

Les perceptions d’adolescents cérébrolésés, de leurs parents et des professionnels impliqués dans leur inclusion sociale

Gauvin-Lepage

Lefebvre

2010

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Cette étude qualitative a pour but d'explorer les perceptions d’adolescents, de leurs parents et de professionnelles quant à l'inclusion sociale d’adolescents ayant vécu un traumatisme craniocérébral (TCC) modéré. Le modèle écologique de Bronfenbrenner (1979, 1986), adapté par Lefebvre et Levert (2005) auprès de la clientèle TCC, est utilisé comme cadre de référence. Des entrevues semi-dirigées ont été réalisées auprès d’adolescents cérébrolésés et leurs parents. Les résultats montrent que les perceptions des familles portent sur différents aspects de leur vie, indiquant une multitude de répercussions qui facilitent ou contraignent l’inclusion sociale de l’adolescent TCC modéré. En général, les professionnelles partagent les mêmes perceptions qu’eux. Les résultats de cette étude devraient permettre aux professionnels de la santé une meilleure compréhension de l'inclusion sociale vécue par ces personnes, en plus d'offrir des balises permettant à ceux-ci de mieux soutenir l'inclusion sociale d’adolescents TCC et de venir en aide aux familles dans cette situation difficile.The intention of this qualitative study is to explore the way in which adolescents, their parents and professionals perceive the social inclusion of adolescents who have suffered a moderate craniocerebral trauma (CCT). Our terms of reference will be Bronfenbrenner’s ecological model (1979, 1986), as adapted by Lefebvre and Levert (2005) for use with a CCT case mix. Semi-structured interviews were carried out with brain-damaged adolescents and their parents. The results show that families’ perceptions touch on different aspects of their lives, pointing to a wide range of repercussions that may facilitate or restrict the social inclusion of an adolescent suffering from a moderate CCT. In general, professionals share these same perceptions. The results of the present study should offer health professionals a better understanding of social inclusion as experienced by these adolescents, while at the same time providing the former with guidelines allowing them to better support the social inclusion of CCT adolescents and to help families living through this difficult situation

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Section: Constats Et Discussionunclassified

Les perceptions d’adolescents cérébrolésés, de leurs parents et des professionnels impliqués dans leur inclusion sociale

Gauvin-Lepage

Lefebvre

2010

efg

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“…Rehabilitation programs, therefore, must focus on improving their frustration tolerance and energy level, while engaging them in academic work that is within their capabilities. 39 Slow but persistent effort at helping the child improve his or her academic performance is a necessary component to his or her rehabilitation, as is the teaching of cooperation between children. 40 Previously we noted 11 5 major sources of distress for parents regarding their children that must be considered in intervention programs.…”

Section: Potential Sources Of Variability Of Parental Ratingsmentioning

confidence: 99%

Parental Perspectives on Recovery and Social Reintegration After Pediatric Traumatic Brain Injury

Prigatano¹

2008

Journal of Head Trauma Rehabilitation

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“…However, the AAP has stated that "This interpretation becomes problematic in its failure to recognize the physician's role in the medical management, supervision, and program planning process for these children." [italics authors'] 27 Both the AAP [27][28][29][30][31][32][33][34] and physicians in practice [35][36][37][38][39][40] have historically promoted the importance of physician involvement with the care of CSHCN in educational and other nonmedical settings. According to the AAP, the pediatrician should provide ongoing coordination and "supervision of medical care and homerelated services for children with chronic and disabling conditions .…”

Section: Physician's Role In School-based Teamsmentioning

confidence: 99%

“…[14][15][16][17][18][19][20]97,98 Positive benefits of acute rehabilitation may be lost if not practiced and reinforced through the treating primary care physician. 99 Ideally, all health care professionals and other service providers involved should be acknowledged as collaborative team members, as in the model espoused by Farmer et al 40 for overall life-care plans for children with acquired traumatic brain injury.…”

Section: Physician's Role In Team Participationmentioning

confidence: 99%

Policy Versus Practice: Comparison of Prescribing Therapy and Durable Medical Equipment in Medical and Educational Settings

Sneed

May

Stencel³

2004

Pediatrics

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ABSTRACT. Objective. The American Academy of Pediatrics (AAP) has promoted pediatrician involvement in the care of children with special health care needs (CSHCN), including the prescription and/or supervision of therapies and durable medical equipment (DME) for children in both medical and educational settings, such as schools and early intervention programs. Through this survey, we attempted to quantify objectively how pediatricians direct and coordinate therapy and DME for CSHCN and how these efforts correlate with AAP recommendations.Methods. A survey was mailed to a random sample of 500 physicians listed in the AAP directory, resulting in a final sample of 217 responding physicians who indicated that they provide services to CSHCN. Results of the survey were reported as proportions, means with standard deviations, or medians with interquartile range. Comparisons of proportions among certain subgroups of interest were made using Fisher exact tests.Results. The most recent AAP policy revision addressing the role of physicians in prescribing therapy services for children with motor disabilities appeared in Pediatrics 1996. It listed 6 key items that should be part of a therapy prescription: diagnosis, precautions, type, frequency, anticipated goals (educators may prefer the term "objectives"), and duration. The policy addressed and emphasized the need for what may be additional objectives, namely regular communication between all parties involved, ongoing supervision and reevaluation of the program and problem, and awareness of other community resources for possible referrals. Except for providing a diagnosis, the majority of surveyed pediatricians do not regularly comply with AAP policy recommendations on prescribing therapies and DME in medical and educational settings. Physicians who were trained before 1980 tend to follow AAP recommendations more closely than later graduates. Decreasing involvement of private outpatient pediatricians in coordinating and supervising CSHCNs care was noted. Furthermore, the majority is willing to defer decisions about treatment and goals to nonphysician health care providers (NPHCPs) and, in some cases, even equipment vendors. More than two thirds of the respondents indicated that they would sign a prescription for therapy without their previous initiation if it had been initiated by a therapist. Likewise, most respondents said that they would sign a wheelchair prescription sent to them by a therapist. Few expressed confidence in determining the appropriateness of leg brace (orthosis) prescriptions and arm/hand brace prescriptions. The majority of survey participants said that they give open-ended length of time (no limits under 1 year) on prescriptions for therapy services as part of school-based programs. However, patients' conditions and their therapeutic or equipment needs may change during the school year. Because open-ended prescriptions do not require periodic renewal, they do not provide opportunities for periodic feedback that helps to ensure that the pediatrician is...

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Assessing Children With Traumatic Brain Injury During Rehabilitation

Cited by 53 publications

References 46 publications

Les perceptions d’adolescents cérébrolésés, de leurs parents et des professionnels impliqués dans leur inclusion sociale

Les perceptions d’adolescents cérébrolésés, de leurs parents et des professionnels impliqués dans leur inclusion sociale

Parental Perspectives on Recovery and Social Reintegration After Pediatric Traumatic Brain Injury

Policy Versus Practice: Comparison of Prescribing Therapy and Durable Medical Equipment in Medical and Educational Settings

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