PRIMARY OBJECTIVE: To determine whether parents believe schools provided necessary support to their children who sustained traumatic brain injuries. RESEARCH DESIGN: Interview, to determine parent perceptions. METHODS AND PROCEDURE: Sixty-six primary caregivers of school-age children who experienced a TBI within the previous 2 years were interviewed regarding what types of special support were needed by and provided for their children during the 3 months immediately following school re-entry. They then rated how difficult it was to obtain support or services from the school and how satisfied they were with the support or services. MAIN OUTCOMES AND RESULTS: The majority of participants did not perceive the need for school-based services, even when the injury was severe. Almost all students whose parents perceived a need for an adjusted schedule were granted that accommodation, but few students received school-based counselling or behavioural support. CONCLUSIONS: Results indicated that participants perceived relatively few school-based supports, particularly given the actual academic, behavioural and social challenges experienced by children who have sustained a TBI. Schools and hospitals must take steps to ensure appropriate post-head injury support services.
PRIMARY OBJECTIVE: To determine whether parents believe schools provided necessary support to their children who sustained traumatic brain injuries. RESEARCH DESIGN: Interview, to determine parent perceptions. METHODS AND PROCEDURE: Sixty-six primary caregivers of school-age children who experienced a TBI within the previous 2 years were interviewed regarding what types of special support were needed by and provided for their children during the 3 months immediately following school re-entry. They then rated how difficult it was to obtain support or services from the school and how satisfied they were with the support or services. MAIN OUTCOMES AND RESULTS: The majority of participants did not perceive the need for school-based services, even when the injury was severe. Almost all students whose parents perceived a need for an adjusted schedule were granted that accommodation, but few students received school-based counselling or behavioural support. CONCLUSIONS: Results indicated that participants perceived relatively few school-based supports, particularly given the actual academic, behavioural and social challenges experienced by children who have sustained a TBI. Schools and hospitals must take steps to ensure appropriate post-head injury support services.
Authors: Keith Owen Yeates; H Gerry Taylor; Shari L Wade; Dennis Drotar; Terry Stancin; Nori Minich Journal: Neuropsychology Date: 2002-10 Impact factor: 3.295
Authors: Terry Stancin; Dennis Drotar; H Gerry Taylor; Keith Owen Yeates; Shari L Wade; Nori Mercuri Minich Journal: Pediatrics Date: 2002-02 Impact factor: 7.124
Authors: Vicki A Anderson; Cathy Catroppa; Paul Dudgeon; Sue A Morse; Flora Haritou; Jeffrey V Rosenfeld Journal: Neuropsychology Date: 2006-01 Impact factor: 3.295
Authors: Rachel K Myers; Brenda L Eagan-Brown; Alexandra T Conway; Drew A Nagele; Monica J Vaccaro; Sadiqa Kendi; Mark R Zonfrillo Journal: Clin Pediatr (Phila) Date: 2017-09-21 Impact factor: 1.168
Authors: Daniel Anderson; Jeff M Gau; Laura Beck; Deanne Unruh; Gerard Gioia; Melissa McCart; Susan C Davies; Jody Slocumb; Doug Gomez; Ann E Glang Journal: Int J Educ Res Date: 2021