Title

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

Share

COinS