Psychosocial intervention for a female with a traumatic brain injury sustained in infancy
Date of Award
2015
Degree Name
Ed.S. in School Psychology
Department
School of Education and Health Sciences
Advisor/Chair
Advisor: Susan Davies
Abstract
Students who experience a traumatic brain injury may develop challenges in the areas of academics, behavior, and social emotional functioning. Many of these difficulties may be attributed to executive functioning deficits, which include impairments to higher-order cognitive processes such as reasoning, making decisions, monitoring, thinking critically, and metacognition. This study evaluated the efficacy of a school based psychosocial intervention for a student with a traumatic brain injury sustained in infancy who has related executive functioning deficits.
Keywords
Brain-damaged children Psychological aspects Case studies, Brain-damaged children Services for Case studies, Brain-damaged children Education Case studies, Education, Traumatic brain injury, executive functioning, Attention Deficit Hyperactivity Disorder, Skillstreaming, Psychosocial intervention, Social Skills
Rights Statement
Copyright © 2015, author
Recommended Citation
Fehring, Heather A., "Psychosocial intervention for a female with a traumatic brain injury sustained in infancy" (2015). Graduate Theses and Dissertations. 810.
https://ecommons.udayton.edu/graduate_theses/810
