Citation

Glang A, Todis B, Sublette P, Brown BE, Vaccaro MJ. J. Head Trauma Rehabil. 2010; 25(6): 426-432.

Affiliation

Teaching Research Institute, Western Oregon University, Eugene, Oregon (Drs Glang, Todis, and Sublette); Brain Injury Association of Pennsylvania, Carlisle, Pennsylvania (Mss Brown and Vaccaro).

Copyright

(Copyright © 2010, Lippincott Williams and Wilkins)

DOI

10.1097/HTR.0b013e3181fb8f45

PMID

21076243

Abstract

Effective instructional and behavioral support strategies implemented by trained educators can help mitigate the academic and behavioral challenges associated with childhood brain injury. However, the training provided by university teacher preparation programs is clearly inadequate, a problem that cuts across the professions that work with school-aged students. Educators need training in methods validated for students with traumatic brain injury (TBI) and in adapting strategies validated for students with other disabilities. Almost 10 years after Ylvisaker and colleagues proposed a research and professional development agenda in the area of teacher training, students with TBI continue to be underserved and underidentified for educational supports. Effective staff development practices for educators must include training in evidence-based interventions, supervised practice with new skills, and continued mentoring, feedback, and consultation in the school setting. Two models currently in use-the TBI Consulting Team and BrainSTARS models-incorporate those features. Preliminary evidence suggests that these models help teachers feel more prepared and knowledgeable in working with students with TBI. Given the urgent needs of students with TBI, validating these promising practices should be a high priority for the field of pediatric brain injury.

Language: en