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School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI
Exceptionality Education International
  • Ann E. Glang, Center on Brain Injury Research and Training
  • Melissa McCart, University of Oregon
  • Christabelle Moore, University of Oregon
  • Susan C. Davies, University of Dayton
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Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities Education Act. The purpose of this study was to assess the knowledge and perception of abilities related to TBI in a sample of school psychologists currently working in public schools. We surveyed school psychologists and found persistently low levels of knowledge and of perceived preparedness to work with these students. School psychologists with more experience working with students with TBI rated themselves significantly higher on their perceived ability to perform nearly all key duties of a school psychologist. To meet the academic and behavioural needs of students with TBI, all school psychologists need effective training in working with and evaluating students with TBI.

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Western University
Citation Information
Ann E. Glang, Melissa McCart, Christabelle Moore and Susan C. Davies. "School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI" Exceptionality Education International Vol. 27 Iss. 2 (2017)
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