Citation

Vanderlind WM, Demers LA, Engelson G, Fowler RC, McCart M. Children (Basel) 2022; 9(9): e1321.

Copyright

(Copyright © 2022, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/children9091321

PMID

36138630

Abstract

Youth with a history of traumatic or non-traumatic acquired brain injury are at increased risk for long-lasting cognitive, emotional, behavioral, social, and physical sequelae post-injury. Such sequelae have great potential to negatively impact this population's academic functioning. Consistently, poorer academic achievement and elevated need for educational supports have been well-documented among youth with a history of acquired brain injury. The current paper reviews the literature on neuropsychological, psychiatric, and academic outcomes of pediatric acquired brain injury. A discussion of special education law as it applies to this patient population, ongoing limitations within the field, and a proposal of solutions are also included.

Language: en

Keywords

traumatic brain injury; academic achievement; acquired brain injury; neuropsychological outcomes; school reentry; special education