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Assessing Children With Traumatic Brain Injury During Rehabilitation

Promoting School And Community Reentry

Janet E. Farmer, PhD, is an assistant professor in the Department of Physical Medicine and Rehabilitation (PM&R) at the University of Missouri-Columbia School of Medicine. She provides inpatient pediatric rehabilitation services and outpatient neuropsychological services to children with special needs. Her research interests include prevention of secondary disability in children with traumatic brain injury.

Dana S. Clippard

Dana S. Clippard is currently completing a doctorate in special education at the University of Missouri-Columbia. She has had extensive experience working with children with TBI in a rehabilitation setting.

vette Luehr Wiemann

Yvette Luehr-Wiemann is a licensed speech-language pathologist who works for the Professional Rehabilitation Center and St. John' Mercy Medical Center in St. Louis. She has also worked with children with TBI prior to and after school reentry.

Edward Wright, MD

Edward Wright, MD, is an assistant professor of clinical PM&R and director of pediatric rehabilitation in the Department of Physical Medicine and Rehabilitation at the University of Missouri-Columbia School of Medicine.

Stephanie Owings

Stephanie Owings, MSOT, OTR/C, is currently the senior occupational therapist at the Rusk Outpatient BRIDGE program in Columbia, Missouri. The BRIDGE program facilitates transition from hospital to community and primarily serves clients above age 16 who have sustained neurological impairment from injury or illness. She also has worked in programs serving children with TBI. Address: Janet E. Farmer, 501 Rusk Rehabilitation Center, Columbia, MO 65212. E-mail: janet_farmer@pmr.missouri.edu

Children with traumatic brain injuries (TBI) require a comprehensive, multidisciplinary evaluation during rehabilitation to promote recovery and to facilitate a smooth transition to home and school. This article summarizes the common consequences of TBI and reviews a process-oriented approach to assessing children with moderate to severe TBI during rehabilitation. An emphasis is placed on early and regular communication among rehabilitation specialists, family members, and educators. Such collaboration permits clear identification of functional abilities and increases the child's potential for a positive long-term outcome.

Journal of Learning Disabilities, Vol. 29, No. 5, 532-548 (1996)
DOI: 10.1177/002221949602900508


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