Citation

Mayfield J, Homack S. Prev. Sch. Fail. 2005; 49(4): 17-22.

Copyright

(Copyright © 2005, Informa - Taylor and Francis Group)

DOI

10.3200/PSFL.49.4.17-22

PMID

unavailable

Abstract

Children who sustain traumatic brain injury (TBI) can experience significant cognitive deficits. These deficits may significantly impair their functioning in the classroom, resulting in the need for academic and behavioral modifications. Behavior and social problems can be the direct or indirect result of brain injury. Difficulties in paying attention, staying on task, and predicting the consequences of actions may be associated with behavior problems (M. Ylvisaker, T. Feeney, & F. Szekeres, 1998). A neuropsychological evaluation provides information to parents and teachers about the extent of the child's cognitive deficits and explains cognitive strengths and weaknesses. When teachers are provided with this information, they are able to develop appropriate strategies to optimize the child's ability to learn and function in the classroom.