SCHOOL-BASED TRAUMATIC BRAIN INJURY AND CONCUSSION MANAGEMENT PROGRAM

2016 ◽  
Vol 53 (6) ◽  
pp. 567-582 ◽  
Author(s):  
Susan C. Davies
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Management Program ◽  
Concussion Management ◽  
School Based

scholarly journals Ethically we can no longer sit on the fence - a neuropsychological perspective on the cerebrally hazardous contact sports

2009 ◽  
Vol 19 (2) ◽  
pp. 32 ◽  
Author(s):  
AB Shuttleworth-Edwards ◽  
VJ Whitefield
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sports Medicine ◽  
Longitudinal Research ◽  
Self Regulation ◽  
Societal Implications ◽  
Contact Sport ◽  
Contact Sports ◽  
Concussion Management ◽  
Increased Risk

Background and objective. The number of male and female contact sport participants is increasing worldwide. The aim of the review is to discuss the potential for deleterious sequelae of sports concussion (mild traumatic brain injury (MTBI)), and management thereof. Discussion. Incidence of concussion in the field contact sports is high, not only for boxing, but also for soccer, football and especially rugby. An overview of studies investigating persistent deleterious cognitive and symptomatic outcome following cumulative sports MTBI suggests that individuals may be at risk for permanent neurological damage following participation in a contact sport. Established sequelae of traumatic brain injury (TBI) typically involving frontal systems include cognitive decline, behavioural changes such as diminished self-regulation and aggression, and increased risk for Alzheimer's disease. The presence of such consequences hidden within the context of the widely popularised contact sports, has societal implications that should be acknowledged. Compromised scholastic abilities and enhanced aggressive tendencies in association with sports MTBI are in need of further longitudinal research. Conclusion. A comprehensive preventive approach to the management of MTBI in sport is advocated that includes professionally applied neuropsychological assessment as a crucial component. Future policy considerations are the introduction of mandatory informed consent for participation in a high-risk contact sport such as rugby, particularly at youth level, and financial provision for concussion management amongst economically disadvantaged populations. South African Journal of Sports Medicine Vol. 19 (2) 2007: pp. 32-38

Overcoming Knowledge Barriers for Inclusion of School-Based Speech-Language Pathologists in the Management of Students with Mild Traumatic Brain Injury

2020 ◽  
Vol 41 (02) ◽  
pp. 195-208
Author(s):  
Katy H. O'Brien
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Mild Traumatic Brain Injury ◽  
Best Practice ◽  
Speech Language Pathologists ◽  
School Based ◽  
Assessment And Treatment ◽  
Knowledge Barriers ◽  
Flexible Knowledge

AbstractSchool-based speech-language pathologists (SLPs) can play an important role in the recovery of children who have sustained a mild traumatic brain injury (mTBI). Two types of knowledge barriers are described here that impact the beliefs and ability of SLPs to respond to the needs of these students. Foundational knowledge is relatively stable over time, and encompasses basic definitions and understanding of the injury. In contrast, flexible knowledge addresses clinical management, including assessment and treatment, and should be regularly updated to align with current best practice recommendations. Clinicians are sensitive to this difference, seeking clinically applicable continuing education. However, general poor understanding of pediatric mTBI paired with rapidly advancing research in the field has led to widespread inaccuracies in both foundational and flexible knowledge. Suggestions are provided for educational initiatives and for advocacy of the role of SLPs in the care of students with mTBI.

Supporting Children With Traumatic Brain Injury in the Schools

2019 ◽  
Vol 4 (1) ◽  
pp. 177-187
Author(s):  
Elisabeth D'Angelo
Keyword(s):  
Traumatic Brain Injury ◽  
Special Education ◽  
Brain Injury ◽  
School System ◽  
Brain Injuries ◽  
Traumatic Brain Injuries ◽  
Specific Intervention ◽  
Speech Language Pathologist ◽  
School Based ◽  
Identification Processes

Purpose The purpose of this article was to present an overview of pediatric traumatic brain injuries (TBIs), the school system process and how TBI can be approached within the system, and the ways that the school-based speech-language pathologist can support the child with TBI as part of a collaborative team. Recommendations Identification processes, assessment, intervention, and overall support of children with TBI in the schools were presented. Examples of criteria for qualification in special education, tests that can be utilized, and specific intervention goals and techniques were discussed. Focus on the factors that differentiate this population and make them difficult to identify was reviewed.

Traumatic Brain Injury

1996 ◽  
Vol 27 (2) ◽  
pp. 171-184 ◽  
Author(s):  
Karen Hux ◽  
Mary Walker ◽  
Dixie D. Sanger
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Brain Injuries ◽  
Traumatic Brain Injuries ◽  
Large Percentage ◽  
Speech Language Pathologists ◽  
School Based ◽  
And Behaviors ◽  
Survey Responses ◽  
Positive Effect

School-based speech-language pathologists from 10 states responded to a survey concerning their readiness to provide services to students with traumatic brain injuries (TBIs). Survey responses provided a means of exploring speech-language pathologists’ knowledge of TBI and facilitated recognition of accurate and inaccurate conceptions held by school-based speech-language pathologists concerning the characteristics and behaviors, criteria for identification and verification, and procedures for the assessment, treatment, and reintegration of students with TBI. Findings indicated that training had a positive effect on speech-language pathologists’ knowledge of assessment, treatment, and overall management of students with TBI; however, a large percentage of school-based speech-language pathologists remain uncertain about providing services to students with TBI even after receiving specific TBI training. Furthermore, school-based speech-language pathologists continue to hold many misconceptions concerning TBI and its consequences.

scholarly journals Ethically we can no longer sit on the fence - a neuropsychological perspective on the cerebrally hazardous contact sports

2007 ◽  
Vol 19 (2) ◽  
pp. 32 ◽  
Author(s):  
AB Shuttleworth-Edwards ◽  
VJ Whitefield
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sports Medicine ◽  
Longitudinal Research ◽  
Self Regulation ◽  
Societal Implications ◽  
Contact Sport ◽  
Contact Sports ◽  
Concussion Management ◽  
Increased Risk

Background and objective. The number of male and female contact sport participants is increasing worldwide. The aim of the review is to discuss the potential for deleterious sequelae of sports concussion (mild traumatic brain injury (MTBI)), and management thereof. Discussion. Incidence of concussion in the field contact sports is high, not only for boxing, but also for soccer, football and especially rugby. An overview of studies investigating persistent deleterious cognitive and symptomatic outcome following cumulative sports MTBI suggests that individuals may be at risk for permanent neurological damage following participation in a contact sport. Established sequelae of traumatic brain injury (TBI) typically involving frontal systems include cognitive decline, behavioural changes such as diminished self-regulation and aggression, and increased risk for Alzheimer's disease. The presence of such consequences hidden within the context of the widely popularised contact sports, has societal implications that should be acknowledged. Compromised scholastic abilities and enhanced aggressive tendencies in association with sports MTBI are in need of further longitudinal research. Conclusion. A comprehensive preventive approach to the management of MTBI in sport is advocated that includes professionally applied neuropsychological assessment as a crucial component. Future policy considerations are the introduction of mandatory informed consent for participation in a high-risk contact sport such as rugby, particularly at youth level, and financial provision for concussion management amongst economically disadvantaged populations. South African Journal of Sports Medicine Vol. 19 (2) 2007: pp. 32-38

Neuroimaging and the school-based assessment of traumatic brain injury

2014 ◽  
Vol 34 (3) ◽  
pp. 479-492 ◽  
Author(s):  
Paul B. Jantz ◽  
Erin D. Bigler
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
School Based

Knowledge of Mild Traumatic Brain Injury Among Special Educators

2020 ◽  
pp. 002246692096278
Author(s):  
Steffany M. Chleboun ◽  
Amie M. King ◽  
Samantha L. Lukert ◽  
Wendy H. Weber
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Mild Traumatic Brain Injury ◽  
Online Survey ◽  
Special Educators ◽  
Athletic Trainers ◽  
School Personnel ◽  
Management Team ◽  
School Based ◽  
Survey Results

Research on stakeholders in mild traumatic brain injury (mTBI) management in the schools has shown that several school personnel (e.g., nurses, athletic trainers, principals, speech-language pathologists) all contribute unique knowledge to a school-based mTBI management team. Special educators (SPEs) may be another stakeholder group that could provide additional knowledge and expertise in working with children in the schools following mTBI. We examined SPEs knowledge and perceptions of ability to support students with mTBI through an online survey. Results suggested that SPEs may provide unique, valuable knowledge that warrants their involvement on an mTBI management team. Similar to other school personnel, data from SPEs revealed specific areas of knowledge, as well as specific areas where knowledge was lacking. With additional focused continuing education and more clearly defined roles, SPEs may be an integral member of mTBI management teams.

Sign in / Sign up

Export Citation Format

Share Document