Perceptions of executive functioning in young children following traumatic brain injury

Date of Award

2011

Degree Name

Ed.S. in School Psychology

Department

School of Education and Health Sciences

Advisor/Chair

Advisor: Susan Davies

Abstract

Pediatric traumatic brain injury (TBI) poses significant challenges for children as they begin or reenter school. Impaired executive functioning is a particularly debilitating consequence of a TBI. Related deficits can adversely impact a student's ability to independently complete daily living skills, appropriately interact with peers, and successfully complete academic tasks. This study examined whether or not teachers and caregivers provided different ratings of executive functioning of young children following a traumatic brain injury using the Behavior Rating Inventory of Executive Functioning (BRIEF) and the BRIEF-Preschool Version. Pre-injury baseline data was collected shortly after injury and post-injury data was obtained at approximately 6 months, 12 months, and 18 months from the date of injury. Results indicate that teachers and caregivers provide similar ratings of executive functioning of young children who have sustained a TBI, which may help educational teams determine how to best support students when returning to school after a TBI.

Keywords

Brain-damaged children Psychological testing, Teachers of brain-damaged children Case studies, Caregivers Case studies, Brain-damaged children Education

Rights Statement

Copyright © 2011, author

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