Overview

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. Working with Traumatic Brain Injury in Schools is a comprehensive practitioner-oriented guide to effective school-based services for students who have experienced a TBI. It is primarily written for school-based professionals who have limited or no neurological or neuropsychological training; however, it contains educational information that is useful to professionals with extensive knowledge in neurology and/or neuropsychology. This book is also written for parents and guardians of students with TBI because of their integral role in the transition, school-based assessment, and school-based intervention processes. Chapter topics include: basic brain anatomy and physiology; head injury and severity level classifications; biomechanics of injury; injury recovery and rehabilitation; neurological, cognitive, emotional, behavioral, social, and academic consequences; understanding community-based assessment findings; a framework for school-based assessment (TBI-SNNAP); school-based psychoeducational report writing, and school-based interventions; monitoring pharmacological interventions; and prevention. An accompanying website includes handouts, sample reports, and training templates to assist professionals in recognizing and responding to students with TBI.

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9780415642538

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Reviews

The lack of understanding of brain injury among educators is a significant problem, and this text takes a monumental step in addressing this problem. Readers of Working with Traumatic Brain Injury in Schools will gain a well-rounded knowledge of brain injury, assessment needs, and intervention strategies. These authors have written a comprehensive and outstanding text. Schools, as well as any college instructor looking for a solid text for teaching future educators, will find that this book is a good place to start. -Dale Starcher, PhD, clinical director at Garfield Park Academy, Compass School Reentry Program for Brain Injury Working with Traumatic Brain Injury in Schools is a tremendous resource for teachers, school psychologists and all related service providers working with students following TBI, as well as for university faculty preparing future educators in personnel preparation programs. -Ann Glang, PhD, director of the Center on Brain Injury Research and Training at the University of Oregon Working with Traumatic Brain Injury in Schools should be the 'turn to' book for the school-based practitioner. The organization and format of the text provides for a quick reference to and detailed presentation of the collective scientific knowledge surrounding TBI and recovery. Chapters addressing educational interventions and accommodations provide practical solutions for affected students, their parents, and teachers. It's also an extremely timely book, given the current focus on sports-related concussions, baseline concussion testing, and decision-making post injury. -J. Lane Valum, PhD, coordinator of school psychologists in the Canyons School District in Sandy, Utah Working with Traumatic Brain Injury in Schools is an excellent and up-to-date resource on brain injury and its aftermath, one that provides a well thought out and practical roadmap for school psychologists and educators committed to supporting students upon their return to school after an injury. -Nadine Metro, PsyD

The lack of understanding of brain injury among educators is a significant problem, and this text takes a monumental step in addressing it. Readers of Working with Traumatic Brain Injury in Schools will gain a well-rounded knowledge of brain injury, assessment needs, and intervention strategies. These authors have written a comprehensive and outstanding text. Schools, as well as any college instructor looking for a solid text for teaching future educators, will find that this book is a good place to start. -Dale Starcher, PhD, clinical director at Garfield Park Academy, Compass School Reentry Program for Brain Injury Working with Traumatic Brain Injury in Schools is a tremendous resource for teachers, school psychologists and all related service providers working with students following TBI, as well as for university faculty preparing future educators in personnel preparation programs. -Ann Glang, PhD, director of the Center on Brain Injury Research and Training at the University of Oregon Working with Traumatic Brain Injury in Schools should be the 'turn to' book for the school-based practitioner. The organization and format of the text provides for a quick reference to and detailed presentation of the collective scientific knowledge surrounding TBI and recovery. Chapters addressing educational interventions and accommodations provide practical solutions for affected students, their parents, and teachers. It's also an extremely timely book, given the current focus on sports-related concussions, baseline concussion testing, and decision-making post injury. -J. Lane Valum, PhD, coordinator of school psychologists in Canyons School District in Sandy, Utah Working with Traumatic Brain Injury in Schools is an excellent and up-to-date resource on brain injury and its aftermath, one that provides a well thought out and practical roadmap for school psychologists and educators committed to supporting students upon their return to school after an injury. -Nadine Metro, PsyD, district TBI consultant and educator in Ridle School District in Folsom, Pennsylvania

Author Information

Paul B. Jantz, PhD, NCSP, is an assistant professor in the school psychology program at Texas State University. Susan C. Davies, EdD, NCSP, is an associate professor in the school psychology program at the University of Dayton, where she also serves as the program and internship coordinator. Erin D. Bigler, PhD, ABPP-CN is a professor of psychology and neuroscience in the Department of Psychology and Neuroscience Center at Brigham Young University, where he also serves as the director of the Magnetic Resonance Imaging (MRI) Research Facility, and an adjunct professor of psychiatry at the University of Utah.

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