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Environmental accommodations for a child with traumatic brain injury
1Barkley Memorial Center, University of Nebraska-Lincoln, NE 68583, USA. carrie.childers@huskers.unl.edu
Brain Injury
|June 14, 2013
Summary
Environmental accommodations, including reduced visual and auditory distractions, improved academic task performance for a child with severe traumatic brain injury (TBI). Combined accommodations yielded the best results, reducing task redirections and enhancing accuracy.
Area of Science:
- Neuroscience
- Developmental Psychology
- Educational Psychology
Background:
- Children with severe traumatic brain injury (TBI) often face significant language and cognitive deficits impacting academic success.
- There is a critical need for research investigating the efficacy of specific accommodations for this population.
Observation:
- This study investigated the impact of environmental accommodations, specifically reduced visual and auditory distractions, on the performance of a child with severe TBI.
- The child's performance was assessed across cognitive-linguistic tasks, focusing on task redirections, variability, and accuracy.
Findings:
- Combined visual and auditory accommodations led to fewer task redirections and improved average performance across all evaluated tasks.
- While substantial variability in performance persisted, significant improvements were noted, particularly in oral directions tasks.
Implications:
- Environmental modifications, such as minimizing distractions, can be effective in supporting the academic engagement and performance of children with severe TBI.
- Further research with larger sample sizes is warranted to generalize these findings and refine accommodation strategies.
