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Working with Traumatic Brain Injury in Schools: Transition, Assessment, and Intervention
Counselor Education and Human Services Faculty Publications
  • Paul B. Jantz, Texas State University
  • Susan C. Davies, University of Dayton
  • Erin D. Bigler, Brigham Young University
Document Type
Publication Date
Every day, children and adolescents worldwide return to the educational setting having sustained a traumatic brain injury (TBI). The possible negative consequences of TBI range from mild to severe and include neurological, cognitive, emotional, social, and behavioral difficulties. Within the school setting, the negative effects of TBI tend to persist or worsen over time, often resulting in academic and social difficulties that require formal and informal educational assistance and support. School psychologists and other educational professionals are well-positioned to help ensure students with TBI receive this assistance and support.
Inclusive pages
Document Version
Published Version

Chapter 1, "Working with Traumatic Brain Injury in Schools", is provided for download with pending permission from the publisher. Permission documentation is on file.

To read the entire book, visit an academic library or the publisher's website.

Taylor and Francis
Place of Publication
New York, NY
Citation Information
Paul B. Jantz, Susan C. Davies and Erin D. Bigler. Working with Traumatic Brain Injury in Schools: Transition, Assessment, and Intervention. (2014)
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