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Controlled Cortical Impact Model for Traumatic Brain Injury
Published on: August 5, 2014
Validated instructional practices: application to students with traumatic brain injury.
Ann Glang1, Mark Ylvisaker, Marcy Stein
1The Teaching Research Institute, Western Oregon University, 99 West 10th Ave, Suite 370, Eugene, OR 97401, USA. glanga@wou.edu
The Journal of Head Trauma Rehabilitation
|July 25, 2008
Summary
Instructional interventions like Direct Instruction and cognitive strategy intervention show promise for children with traumatic brain injury (TBI). Further research is recommended to confirm their effectiveness for students with TBI.
Area of Science:
- Neuroscience
- Education
- Pediatrics
Background:
- Limited empirical evidence exists for instructional interventions targeting children with traumatic brain injury (TBI).
- Understanding effective teaching strategies for students with TBI is crucial for their academic and developmental progress.
Purpose of the Study:
- To examine instructional methodologies validated in other student populations for their potential application to children with TBI.
- To address the gap in evidence regarding effective educational interventions for students with TBI.
Main Methods:
- A comprehensive literature review was conducted.
- Instructional approaches with proven efficacy in diverse student groups were analyzed.
Main Results:
- Direct Instruction and cognitive strategy intervention demonstrate strong evidence of effectiveness across various student populations.
- These approaches align with the learning characteristics and needs commonly observed in students with TBI.
Conclusions:
- Direct Instruction and cognitive strategy intervention show particular promise for educating children with TBI.
- A systematic research agenda, including dedicated funding, is recommended to rigorously test these interventions with students with TBI.
