Contemporary School Psychology
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.
California Association of School Psychologists
Brain injury, Professional development, School psychology, Training models
Davies, Susan C. and Ray, Ashlyn M., "Traumatic Brain Injury: The Efficacy of a Half-Day Training for School Psychologists" (2014). Counselor Education and Human Services Faculty Publications. 36.
Counselor Education Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Psychology Commons, Higher Education Commons, Rehabilitation and Therapy Commons
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 >>>.