Document Type

Article

Publication Date

2-2020

Publication Source

Brain Injury Professional

Abstract

Children with traumatic brain injury (TBI) are under-identified and under-served by healthcare and educational professionals. Factors such as lack of understanding regarding long-term needs following TBI, limited awareness and training in emerging evidence-based practices and inefficient care coordination (Haarbauer-Krupa et al., 2017) impede effective clinical management. Despite these considerable challenges, childhood brain injury is treatable. Families, schools, and healthcare systems are integral to that treatment. Where a child lives and learns can also greatly influence long-term outcomes. Children from home environments with supportive caregivers have more positive outcomes (Wade et al., 2016). Closer proximity to medical care and providers who streamline postacute care, rehabilitation, and community services also positively affect recovery (Buzza et al., 2011). Schools with educators who are trained to understand the unique needs of students with TBI are better situated to ensure that needed services and accommodations are received upon a child’s return to school (Davies, 2016).

Inclusive pages

24-27

ISBN/ISSN

2375-5210

Document Version

Published Version

Comments

Brain Injury Professional is an open-access publication. The article is made available with the permission of the authors. Permission documentation is on file.

Publisher

North American Brain Injury Society (NABIS) and the International Brain Injury Association (IBIA)

Volume

16

Issue

4

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