Document Type

Article

Publication Date

5-2016

Publication Source

Psychology in the Schools

Abstract

Traumatic brain injuries (TBIs), including concussions, can result in a constellation of physical, cognitive, emotional, and behavioral symptoms that affect students’ well-being and performance at school. Despite these effects, school personnel remain underprepared identify, educate, and assist this population of students. This article describes a model of service delivery for students with TBI in a large urban school district. The district's TBI Program and Concussion Management Team addresses unique issues related to assessment, intervention, and transition planning for this population of students, as well as prevention and education efforts in the district as a whole.

This model involved designating a district-level school psychologist to serve as a point person for TBI cases, which improved accurate identification of students with TBI, facilitated coordination of concussion management efforts, and provided a smooth transition for students with TBI from the hospital or clinic back to school. Suggestions for increasing school psychologists’ involvement with TBI cases are proposed, including strategies for serving as team leaders, for coordinating progress monitoring, and for training others in the school community about TBIs.

Inclusive pages

567-582

ISBN/ISSN

0033-3085

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

Wiley Periodicals

Volume

53

Issue

6

Peer Reviewed

yes