Working with Traumatic Brain Injury in Schools: Transition, Assessment, and InterventionCounselor Education and Human Services Faculty Publications
AbstractEvery 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.
Document VersionPublished Version
CopyrightCopyright © 2014 from Working with Traumatic Brain Injury in Schools: Transition, Assessment, and Intervention by Paul B. Jantz, Susan C. Davies, and Erin D. Bigler. Reproduced by permission of Taylor and Francis Group, LLC, a division of Informa plc. This material is strictly for personal use. For any other use, the user must contact Taylor & Francis directly at this address: email@example.com. Printing, photocopying, or sharing via any means is a violation of copyright.
PublisherTaylor and Francis
Place of PublicationNew York, NY
Citation InformationPaul B. Jantz, Susan C. Davies and Erin D. Bigler. Working with Traumatic Brain Injury in Schools: Transition, Assessment, and Intervention. (2014)
Available at: http://works.bepress.com/susan_davies/84/