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Published on: August 16, 2019
Paediatric traumatic brain injury: a review of pertinent issues
Ronald C Savage1, Roberta DePompei, Janet Tyler
1Rehabilitation, Education and Case Management Services, LLC, 480 Euclid Avenue, Haddonfield, New Jersey 08033, USA. rcsavage@comcast.net
Insights
Children with traumatic brain injury (TBI) face ongoing challenges at home and school. This article offers insights and interventions for educational, behavioral, and family support following pediatric TBI.
Area of Science:
- Pediatric neurology
- Developmental psychology
- Special education
Background:
- Children with traumatic brain injury (TBI) experience persistent challenges impacting daily life.
- The long-term consequences of pediatric TBI are frequently underestimated in educational and community settings.
- Family stress and the child's needs are often overlooked post-injury.
Purpose of the Study:
- To highlight the multifaceted challenges faced by children with TBI.
- To provide practical intervention strategies for various settings.
- To support service providers and family members in managing TBI's aftermath.
Main Methods:
- Literature review on pediatric TBI.
- Synthesis of clinical experiences from four experts.
- Focus on educational, cognitive-communicative, and behavioral aspects.
Main Results:
- Children with TBI encounter significant difficulties in home, school, and community environments.
- Expert insights offer practical approaches to address these challenges.
- Information is provided on educational situations and family stresses.
Conclusions:
- Recognizing and addressing the long-term effects of pediatric TBI is crucial.
- Intervention strategies can improve outcomes for children with TBI.
- Collaboration between service providers and families is key to successful management.
Abstract:
Children with traumatic brain injury (TBI), regardless of the severity of the injury, often face challenges when living in home, school and community. Their needs are often overlooked and recognition of the long-term consequences is not always central to the management of the child in the school or community. This article provides references to pertinent literature and suggestions for intervention from the clinical experiences of four individuals with extensive experience of the family stresses, educational, cognitive-communicative and behavioural challenges that occur after TBI in children. It provides information regarding these issues, particularly educational situations, and suggests methods that may be useful for service providers and family members.
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