Integration of Neuropsychology in Educational Planning Following Traumatic Brain Injury.

NEUROPSYCHOLOGY; BRAIN injuries; PSYCHOLOGY of students; EDUCATIONAL planning; EDUCATION

Traumatic brain injuries (TBIs) have the potential to significantly disrupt a student's cognitive, academic, social, emotional, behavioral, and physical functioning. It is important for educators to appreciate the array of difficulties students with TBI may experience in order to appropriately assess needs and create an educational plan that targets the needs. The purpose of this article is to provide an overview of the neuropsychological aspects of TBI and the implications these have on the role of educators. The author reviews the physical aspects of TBI, and summarizes the neuropsychological outcomes, with particular attention given to injury variables that impact assessment decisions. The author describes common challenges with the assessment of educational needs with emphasis placed on developing a hypothesis testing approach to information gathering and formal assessment. [ABSTRACT FROM AUTHOR]

Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)