Table of Contents

1                 Introduction

2                 Facts about Traumatic Brain Injury in Children and Adolescents

a.      Incidence of traumatic brain injury among children

b.     Levels of severity of TBI

c.      Causes of TBI

d.     Risk factors in TBI

3                 Developmental Aspects of Traumatic Brain Injury

a.      Ongoing brain development

b.     Influence of age

c.      Disruption of social development

4                 Immediate and Long-Term Effects of Traumatic Brain Injury

a.      Neuropathology of traumatic brain injury

b.     Cellular/metabolic effects

c.      Characteristics of an injured brain

d.     Initial effects of TBI: the early acute phase

e.      Persisting effects of TBI

f.       Interaction of problems resulting from TBI

5                 Psychosocial Effects of Traumatic Brain Injury

a.      Types of psychosocial problems

b.     Age considerations

c.      Issues in adolescent TBI

d.     The school’s role in psychosocial outcome

6                 Continuum of Treatment for Traumatic Brain Injury

a.      Components of a comprehensive program

b.     How schools can interact with hospitals

c.      Issues in financing the rehabilitation/recovery program

7                 Planning for School Reentry

a.      A framework for developing an educational plan for the student following a TBI

b.     Establishing communication between rehabilitation professionals and schools

c.      Appropriate educational goals for students with TBI

d.     Critical elements that should be in place in schools before reentry

e.      Barriers that can impede successful school reintegration

f.       Hospital-to-school transition planning

g.      Evaluating and modifying the school environment

h.      School calendar and daily scheduling

i.       IEP planning

j.       Establishing a system for ongoing monitoring

k.      Case management

8                 Assessment of the Student with Traumatic Brain Injury

a.      Assessment as a longitudinal process

b.     Comprehensive nature of evaluation

c.      Reasons for a neuropsychological examination

d.     Components of a neuropsychological evaluation

e.      Translating neuropsychological data in educational programming

f.       Ecologically valid assessment

9                 Programming for Students with Traumatic Brain Injury

a.      Cognitive retraining within the school

b.     The educator’s role in cognitive retraining

c.      Effective instructional techniques

d.     Programming for specific deficits

e.      Dealing with behavioral problems

f.       Teacher reactions to the long-term effects of TBI

g.      Sources of teacher frustration

h.      Community responses to long-standing effects

10              Planning for Transitions

a.      Transitions during the school years

b.     Delaying high school graduation

c.      Transition from high school

11              Families of Children and Adolescents with Traumatic Brain Injury

a.      Emotional reactions of the family

b.     Sources of family distress

c.      Interrelation of family functioning and long-term effects of TBI

d.     How schools can work with families of children with TBI

12              Summary and Implications for Future Directions

a.      Effects of TBI

b.     Reentry to School

c.      Teaching the student with TBI

d.     Emerging issues in TBI

e.      Prevention

Appendix A. Annotated Bibliography

Appendix B. Physical Facilities and Planning Checklist for Schools

Appendix C. Case Manager Checklist for School Reentry Following TBI

Appendix D. Evaluation Summary

Appendix E. Neuropsychological Report

Glossary

References

Index

About the Authors