Document Type

Article

Publication Date

3-2014

Publication Source

Contemporary School Psychology

Abstract

The incidence rates of traumatic brain injuries (TBI) are increasing, yet educators continue to be inadequately trained in assessing and serving students with TBIs. This study examined the efficacy of a half-day TBI training program for school psychologists designed to improve their knowledge and skills. Results of quantitative and qualitative survey analysis indicated there was little increase in knowledge and skills from pre-training to one-year follow-up, although participants did increase in confidence related to their decision-making abilities in working with students with TBI. The data indicate a need for future study of more effective training models.

Inclusive pages

81-89

ISBN/ISSN

2161-1505

Comments

This is the authors' accepted manuscript for a paper that appeared in the March 2014 issue of Contemporary School Psychology. The version of record >>> is available online from the publisher. To submit an article or to subscribe, see the publication's website >>>.

Publisher

California Association of School Psychologists

Volume

18

Issue

1

Peer Reviewed

yes

Keywords

Brain injury, Professional development, School psychology, Training models