Using guided credible history interviews to establish special education eligibility for students with traumatic brain injury

Purpose: The overall purpose of this study was to explore the relationship between fatigue, executive functioning, and quality of life for children with moderate–severe traumatic brain injury (TBI) between 8 and 17 years old. Method: Fifteen parents of children with moderate–severe TBI ( M = 10.06 years old) completed an online survey. Data from the following measures were included in this study's analyses: demographic and injury questions, the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2), Pediatric Quality of Life Inventory Generic Core Scale (PedsQL GCS)–parent report, and Pediatric Quality of Life Inventory Multidimensional Fatigue Scale (PedsQL MFS)–parent report. Results: In a multiple regression, fatigue was found to be a significant predictor of quality of life for children with TBI, but executive functioning was not a significant predictor. When examining subdomains of functioning, worse sleep/rest fatigue and emotional executive functioning were most consistently associated with worse physical and psychosocial quality of life. Conclusions: The findings of this study suggest that fatigue could be an important contributing factor to reduced quality of life for children with moderate–severe TBI. Medical and educational professionals, including speech-language pathologists, should assess children with TBI for the presence and impact of fatigue. Further research is needed to understand how different subdomains of fatigue might interact with executive functioning to impact quality of life.

Fatigue, Executive Functioning, and Quality of Life: Exploring Relationships in Children With Traumatic Brain Injury

Riccardi

2024

Exploring Health-Related Social Needs and Components of Social Competence Following Childhood Traumatic Brain Injury

Dart,

Ciccia

2024

Purpose: Health-related social needs (HRSNs) impact general health care and educational outcomes for children with traumatic brain injury (TBI) and their families. Furthermore, children with TBI of all severities experience negative social competence outcomes chronically postinjury. However, studies have not investigated the relationship between HRSNs and social competence outcomes for children after TBI. The aim of this study was to identify the relationship between HRSNs and components of social competence (i.e., social skills, social communication, family functioning, and behavioral domains per the biopsychosocial framework for social competence) for children with TBI, per parent report. Method: This study used a prospective, cross-sectional study design with a convenience sample. Online surveys were completed by parents of children with TBI ( N = 22). On average, children with TBI were 4.84 years old at the time of their TBI and 9.24 years old at the time of study participation. Results: Having a parent identify an HRSN in the domain of mental health was associated with social communication and family functioning difficulties for children with TBI. Statistically significant relationships were found between social communication and family functioning, externalizing behavior, and total behavior; family functioning and social relations; and family functioning and externalizing behavior. Conclusions: The findings of this study support that children with TBI experience chronic deficits in components of social competence, and HRSNs are associated with these outcomes. Further research needs to consider HRSNs to improve equitable prevention, supports, and services for children with TBI.

The Importance of Identifying Children With Brain Injury in Schools: Speech-Language Pathologists as Crucial Partners

Riccardi,

D'Angelo,

Hagen

et al. 2024

Purpose: The purpose of this article is to describe the importance of and strategies to identify traumatic brain injury (TBI) and associated cognitive-communication disorders (CCDs) in children, a priority identified by the attendees at the Fourth International Cognitive-Communication Disorders Conference. Childhood TBI is associated with a range of difficulties, including CCDs, that can adversely impact functioning and participation into adulthood. Identifying a history of TBI in children in schools is the crucial first step to then monitor, assess, and provide evidence-based intervention and accommodations in collaboration with families and medical and educational professionals. Conclusion: Given that CCDs are treatable, effective identification, assessment, and management of students with TBI and resulting CCDs can reduce adverse outcomes in adult survivors of childhood TBI. Speech-language pathologists must be aware of their expertise in assessing and treating CCDs in children with TBI and advocate for programmatic and policy changes to better identify and support children with TBI.