Rehabilitation and Ongoing Support After Pediatric TBI

Abstract

This article summarizes major developments of the past 20 years in both acute and chronic management of children with traumatic brain injury. The article begins with brief summaries of developments in acute and rehabilitative medical management and physical rehabilitation. Because long-term cognitive, behavioral, academic, and family issues tend to be dominant after pediatric TBI, more attention is given to these topics. The article ends with a list of general themes that have been identified as critical in providing effective long-term services and supports to children with TBI and their families.

An international perspective on educators’ perceptions of children with Traumatic Brain Injury

“…However, selfefficacy alone is insufficient to effectively manage the complex learning and behavioral needs of students with TBI. Educators need to be trained to use methods that have been validated with students with TBI and to modify strategies validated with students with other disabilities (Dettmer, Ettel, Glang, & McAvoy, 2014;Glang, Todis, Sublette, Eagan-Brown, & Vaccaro, 2010;Ylvisaker et al, 2005;Ylvisaker et al, 2001). …”

Long-term cognitive outcome of childhood traumatic brain injury

“…For long-term planning to be secured the schools, and in some cases, the social services, have to be informed both of the present deficits of the child concerned and of how the everyday consequences may evolve in the coming years (Savage et al 2005). Ylvisaker et al (2005) pointed out that studies have shown that the profile of cognitive and behavioural abilities after injury at a young age often worsens over the years after the injury, instead of improving as might be expected by parents and teachers. Ylvisaker et al (2005) outlined detailed descriptions of research-based instructional strategies associated with common CTBI impairments, such as organizational impairment, inefficient learning, decreased speed of processing and fluctuating attention.…”

“…Ylvisaker et al (2005) pointed out that studies have shown that the profile of cognitive and behavioural abilities after injury at a young age often worsens over the years after the injury, instead of improving as might be expected by parents and teachers. Ylvisaker et al (2005) outlined detailed descriptions of research-based instructional strategies associated with common CTBI impairments, such as organizational impairment, inefficient learning, decreased speed of processing and fluctuating attention. However, many children with special educational needs attributable to TBI are not identified and their needs may not be connected to the injury .…”

Should we empower the family?

“…Involving them in the process of rehabilitation fosters a sense of control and contributes towards eliminating the negative influence of powerlessness. Studies have shown that, irrespective of their educational levels, parents are capable of conducting neurodevelopmental exercises at home with their child, with the prior training and guidance from a professional team [1,3,4].…”