Working with Traumatic Brain Injury in Schools

Transition, Assessment, and Intervention

Nonfiction, Health & Well Being, Psychology, Child & Adolescent, Child Psychology, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Mental Health
Cover of the book Working with Traumatic Brain Injury in Schools by Paul B. Jantz, Susan C. Davies, Erin D. Bigler, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: Paul B. Jantz, Susan C. Davies, Erin D. Bigler ISBN: 9781136169908
Publisher: Taylor and Francis Publication: January 10, 2014
Imprint: Routledge Language: English
Author: Paul B. Jantz, Susan C. Davies, Erin D. Bigler
ISBN: 9781136169908
Publisher: Taylor and Francis
Publication: January 10, 2014
Imprint: Routledge
Language: English

Every day, children and adolescents worldwide return to the educational setting having sustained a traumatic brain injury (TBI). The possible negative consequences of TBI range from mild to severe and include neurological, cognitive, emotional, social, and behavioral difficulties. Within the school setting, the negative effects of TBI tend to persist or worsen over time, often resulting in academic and social difficulties that require formal and informal educational assistance and support. School psychologists and other educational professionals are well-positioned to help ensure students with TBI receive this assistance and support.

Working with Traumatic Brain Injury in Schools is a comprehensive practitioner-oriented guide to effective school-based services for students who have experienced a TBI. It is primarily written for school-based professionals who have limited or no neurological or neuropsychological training; however, it contains educational information that is useful to professionals with extensive knowledge in neurology and/or neuropsychology. This book is also written for parents and guardians of students with TBI because of their integral role in the transition, school-based assessment, and school-based intervention processes. Chapter topics include: basic brain anatomy and physiology; head injury and severity level classifications; biomechanics of injury; injury recovery and rehabilitation; neurological, cognitive, emotional, behavioral, social, and academic consequences; understanding community-based assessment findings; a framework for school-based assessment (TBI-SNNAP); school-based psychoeducational report writing, and school-based interventions; monitoring pharmacological interventions; and prevention. An accompanying website includes handouts, sample reports, and training templates to assist professionals in recognizing and responding to students with TBI.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Every day, children and adolescents worldwide return to the educational setting having sustained a traumatic brain injury (TBI). The possible negative consequences of TBI range from mild to severe and include neurological, cognitive, emotional, social, and behavioral difficulties. Within the school setting, the negative effects of TBI tend to persist or worsen over time, often resulting in academic and social difficulties that require formal and informal educational assistance and support. School psychologists and other educational professionals are well-positioned to help ensure students with TBI receive this assistance and support.

Working with Traumatic Brain Injury in Schools is a comprehensive practitioner-oriented guide to effective school-based services for students who have experienced a TBI. It is primarily written for school-based professionals who have limited or no neurological or neuropsychological training; however, it contains educational information that is useful to professionals with extensive knowledge in neurology and/or neuropsychology. This book is also written for parents and guardians of students with TBI because of their integral role in the transition, school-based assessment, and school-based intervention processes. Chapter topics include: basic brain anatomy and physiology; head injury and severity level classifications; biomechanics of injury; injury recovery and rehabilitation; neurological, cognitive, emotional, behavioral, social, and academic consequences; understanding community-based assessment findings; a framework for school-based assessment (TBI-SNNAP); school-based psychoeducational report writing, and school-based interventions; monitoring pharmacological interventions; and prevention. An accompanying website includes handouts, sample reports, and training templates to assist professionals in recognizing and responding to students with TBI.

More books from Taylor and Francis

Cover of the book European Studies in Asia by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book Visual Attention and Consciousness by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book Say It Loud! by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book Reading Challenging Texts by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book Big Data, Crime and Social Control by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book Education, Work and Social Capital by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book Mass Conservatism by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book The Value and Limits of Rights by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book Music Business: The Key Concepts by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book Drive Tourism by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book Applying Social Cognition to Consumer-Focused Strategy by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book The Cognitive Neuropsychology of Language (Psychology Revivals) by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book The Garland Encyclopedia of World Music by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book Teaching Science to English Language Learners by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
Cover of the book Redefining the Whole Curriculum for Pupils with Learning Difficulties by Paul B. Jantz, Susan C. Davies, Erin D. Bigler
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy