Document Type

Article

Publication Date

2017

Publication Source

Exceptionality Education International

Abstract

Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities Education Act. The purpose of this study was to assess the knowledge and perception of abilities related to TBI in a sample of school psychologists currently working in public schools. We surveyed school psychologists and found persistently low levels of knowledge and of perceived preparedness to work with these students. School psychologists with more experience working with students with TBI rated themselves significantly higher on their perceived ability to perform nearly all key duties of a school psychologist. To meet the academic and behavioural needs of students with TBI, all school psychologists need effective training in working with and evaluating students with TBI.

Inclusive pages

94-109

ISBN/ISSN

1918-5227

Document Version

Published Version

Comments

Document is provided for download in compliance with the publisher's policy on self-archiving. Permission documentation is on file.

Browse the journal or submit an article at the journal's website.

Publisher

Western University

Volume

27

Issue

2

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