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Interventions for Students with Traumatic Brain Injury

Managing Behavioral Disturbances

Thomas J. Kehle, PhD, is a professor and director of the School Psychology Program at the University of Connecticut. His research interests are in self-modeling interventions.Address: Thomas J. Kehle, Department of Educational Psychology, U-64, University of Connecticut, Storrs, CT 06269.

Elaine Clark

Elaine Clark, PhD, is an associate professor and director of the School Psychology Program at the University of Utah. Dr. Clark conducts research in the area of traumatic brain injury and serves on the Child and Adolescent Task Force of the National Head Injury Foundation.

William R. Jenson

William R. Jenson, PhD, is a professor and chair of the Department of Educational Psychology at the University of Utah. His research interests are in the management of students with severe behavioral disturbances, practical classroom behavior management, behavioral assessment, academic interventions, and parent training.

The present article provides information about the behavioral sequelae that are commonly seen in children and adolescents following a traumatic brain injury (TBI) and ways that educators can begin to address these problems. Because, for the most part, behavioral interventions have not been empirically validated for use with TBI populations, this article focuses on the unique needs of these students and the factors that should be considered in designing intervention strategies. Emphasis is placed on the cognitive sequelae of TBI that can cause further behavioral problems and interfere with interventions (e.g., impaired attention, executive function, reasoning and problem solving, and learning and memory).

Journal of Learning Disabilities, Vol. 29, No. 6, 633-642 (1996)
DOI: 10.1177/002221949602900607


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