Document Type

Article

Publication Date

5-2016

Publication Source

Contemporary School Psychology

Abstract

Students who have sustained traumatic brain injuries (TBIs) may experience a number of consequences, all of which can impede the transition from high school to postsecondary educational settings. This study, which relied on interviews with students who had sustained TBIs and who had persistent problems related to their traumas, helped gain an understanding of their postsecondary transition experiences. Students’ parents were also interviewed to provide a point of comparison. The reports of these students—all of whom were enrolled in college at the time of the study—revealed significant challenges with attention and focus, fatigue, short-term memory, and social situations. Comments from the parents offered corroboration. This report concludes with suggestions for school-based practice to promote strategies and services supporting this population of students in their transition to postsecondary educational settings.

Inclusive pages

1-13

ISBN/ISSN

2159-2020

Document Version

Postprint

Comments

The document available for download is the author's accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file. To read the publisher's version, use the DOI provided.

Publisher

Springer

Peer Reviewed

yes