Services and Supports for Students with Traumatic Brain Injury: Survey of State Educational Agencies

Glang, Ann; Ettel, Deborah; Todis, Bonnie; Gordon, Wayne A.; Oswald, Jennifer M.; Vaughn, Susan L.; Connors, Susan H.; Brown, Margaret

doi:10.1080/09362835.2014.986612

Cited by 32 publications

(20 citation statements)

References 17 publications

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“…Few children are identified for TBI-related special educational services because there may be limited hospital to school transition services 77 and because of a lack of educator awareness of the effects of TBI on student performance. 81 Many students with TBI are misidentified as having other disabilities—learning disabilities, emotional disturbance, or intellectual disabilities—that may not be attributed to the TBI. 81 Children who do not qualify for special educational services can receive support through Section 504 plans (Rehabilitation Act of 1973); however, there is limited guidance and data for this type of accommodation that is only accounted for at the local school level.…”

Section: Practices Of Carementioning

confidence: 99%

“…81 Many students with TBI are misidentified as having other disabilities—learning disabilities, emotional disturbance, or intellectual disabilities—that may not be attributed to the TBI. 81 Children who do not qualify for special educational services can receive support through Section 504 plans (Rehabilitation Act of 1973); however, there is limited guidance and data for this type of accommodation that is only accounted for at the local school level. 76 Academic support can also be offered via child support teams at local schools, but documentation of this type of support is nonexistent outside school records.…”

Section: Practices Of Carementioning

confidence: 99%

“…Few children are identified for TBI-related special educational services, in part because there are limited hospital to school transition services 83 and because of a lack of educator awareness of the effects of TBI on student performance. 81 …”

Section: Problems With Current Systems Of Carementioning

confidence: 99%

“…76,81 School systems can improve service delivery for children with TBI by incorporating these practices into educational programs.…”

Section: Problems With Current Systems Of Carementioning

confidence: 99%

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Service Delivery in the Healthcare and Educational Systems for Children Following Traumatic Brain Injury: Gaps in Care

Haarbauer‐Krupa

Ciccia²,

Dodd

et al. 2017

Journal of Head Trauma Rehabilitation

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Objective To provide a review of evidence and consensus-based description of healthcare and educational service delivery and related recommendations for children with traumatic brain injury. Methods Literature review and group discussion of best practices in management of children with traumatic brain injury (TBI) was performed to facilitate consensus-based recommendations from the American Congress on Rehabilitation Medicine’s Pediatric and Adolescent Task Force on Brain Injury. This group represented pediatric researchers in public health, medicine, psychology, rehabilitation, and education. Results Care for children with TBI in healthcare and educational systems is not well coordinated or integrated, resulting in increased risk for poor outcomes. Potential solutions include identifying at-risk children following TBI, evaluating their need for rehabilitation and transitional services, and improving utilization of educational services that support children across the lifespan. Conclusion Children with TBI are at risk for long-term consequences requiring management as well as monitoring following the injury. Current systems of care have challenges and inconsistencies leading to gaps in service delivery. Further efforts to improve knowledge of the long-term TBI effects in children, child and family needs, and identify best practices in pathways of care are essential for optimal care of children following TBI.

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Section: Practices Of Carementioning

confidence: 99%

Section: Practices Of Carementioning

confidence: 99%

Section: Problems With Current Systems Of Carementioning

confidence: 99%

“…76,81 School systems can improve service delivery for children with TBI by incorporating these practices into educational programs.…”

Section: Problems With Current Systems Of Carementioning

confidence: 99%

See 2 more Smart Citations

Service Delivery in the Healthcare and Educational Systems for Children Following Traumatic Brain Injury: Gaps in Care

Haarbauer‐Krupa

Ciccia²,

Dodd

et al. 2017

Journal of Head Trauma Rehabilitation

Self Cite

View full text Add to dashboard Cite

show abstract

“…Despite the problems faced following injury, children often transition back to school with inadequate supports (Dettmer, Ettel, Glang, & McAvoy, 2013). Further, even if the child's classroom teacher is informed about the injury, they are unlikely to have received training about what to expect and so may be illequipped to meet the child's needs (Ettel, Todis, & Davies, 2016;Glang et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

A systematic review and meta-analysis of educational interventions for children and adolescents with acquired brain injury

Linden

Glang

McKinlay

2018

NRE

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General rights Copyright for the publications made accessible via the Queen's University Belfast Research Portal is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Conflicts of interest:The authors report no conflicts of interest. Cochrane Collaboration's Risk of Bias tool was used to assess systematic error in the included studies. Results: Four studies met the inclusion criteria (n = 296 children and adolescents). Three studies (n = 287) were included in meta-analysis for the primary outcome which showed no statistically significant difference between the intervention and control conditions on academic attainment (SMD 1.31, 95% CI -0.06 to 2.68, p = 0.06). No statistically significant differences were found which favoured the intervention for the secondary outcomes of attention, internalising or externalising behavior. All effect sizes were considered as small. Conclusions: This review suggests that no currently effective educational interventions exist for children with ABI. Greater efforts are required to produce effective and rigorously tested interventions to improve outcomes for these children.

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Management of return to school following brain injury: An evaluation model

Anderson

Gau

Beck

et al. 2021

International Journal of Educational Research

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Services and Supports for Students with Traumatic Brain Injury: Survey of State Educational Agencies

Cited by 32 publications

References 17 publications

Service Delivery in the Healthcare and Educational Systems for Children Following Traumatic Brain Injury: Gaps in Care

Service Delivery in the Healthcare and Educational Systems for Children Following Traumatic Brain Injury: Gaps in Care

A systematic review and meta-analysis of educational interventions for children and adolescents with acquired brain injury

Management of return to school following brain injury: An evaluation model

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