Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-27T03:38:12.057Z Has data issue: false hasContentIssue false
  • English
  • Français

A Developmental and Functional Approach Towards Students with Brain Injuries

Published online by Cambridge University Press:  29 October 2015

Jeffrey Bogan  and
Pam Hartley
Jeffrey Bogan*
Affiliation:
Department of School Education, Metropolitan West Region (N.S.W.)
Pam Hartley
Affiliation:
Department of School Education, Metropolitan West Region (N.S.W.)
*
Department of School Education, Metropolitan West Regional Office, P O Box 877, Blacktown NSW 2148
Get access

Abstract

Children who suffer traumatic brain injury frequently experience difficulties in those behaviours represented as “executive” or prefrontal lobe functioning. In an educational setting these may involve disorganisation, difficulty moving from one activity to another, following rules, and staying on task to complete activities. Return to school involves a three-phase process: (1) an assessment period where school is viewed as a vehicle for stability; (2) modification of the school environment; and (3) student strategies. For the assessment phase, checklists are based on neurobehavioural sequelae of brain injuries in children and classified according to functional categories of Personal/Social, Work Habits, and Cognitive/Communicative behaviours. These are used to generate teaching and learning strategies for the second and third phases. One approach presently under trial is the development of executive skill training involving student plans. Student plans provide a framework for training students to generalise from one activity to another. Recent research provides some promise for the efficacy of this approach. The challenge to those working in rehabilitation of students with brain injuries, particularly where the frontal lobes are implicated, is to develop a process where students can recognise there is a problem, apply strategies across settings, unprompted, and monitor their performance. These are the very dysexecutive behaviours typical of students with brain injuries.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 9 , Issue 1 , May 1992 , pp. 28 - 36
Copyright
Copyright © Australian Psychological Society 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Ashman, A.F., & Conway, R.N.F. (1989). Cognitive strategies for special education. London: Routledge.Google Scholar
Bogan, J. (1991). The integration of children with closedhead injuries. Think, 5, 32–34.Google Scholar
Campione, J.C. (1987). Metacognitive components of instructional research with problem learners. In Weinert, F.E. and Kluwe, R.H. (Eds.), Metacognition, motivation and understanding, (pp.117–140) New Jersey: Lawrence Erlbaum Associates.Google Scholar
Cicerone, K.D., & Wood, J.C. (1987). Planning disorder after closed head injury: A case study. Archives of Physical and Medical Rehabilitation, 68, 111–115.Google ScholarPubMed
Dalby, P.R., & Obrzut, J.E. (1991). Epidemiologic characteristics and sequelae of closed head-injured children and adolescents: A review. Developmental Neuropsychology, 7,35–68.CrossRefGoogle Scholar
Grattan, L.M., & Eslinger, P.J. (1991). Frontal lobe damage in children and adults: A comparative review. Developmental Neuropsychology, 7, 283–326.CrossRefGoogle Scholar
Lawson, M.J., & Rice, D.N.(1989). Effects of training in use of executive strategies on a verbal memory problem resulting from closed head injury. Journal of Clinical and ExperimentalNeuropsychology, 11, 842–854.CrossRefGoogle ScholarPubMed
Levin, B.E. (1990). Organizational deficits in dyslexia: Possible frontal lobe dysfunction. Developmental Neuropsychology, 6,95–110.CrossRefGoogle Scholar
Levin, H.S., Culhane, K.A., Hartmann, K.E., Mattson, A.J., Harward, H., Ringholz, G., Ewing-Cobbs, L., & Fletcher, J.M. (1991). Developmental changes in performance on tests of purported frontal lobe functioning. Developmental Neuropsychology, 7,277–395.CrossRefGoogle Scholar
Levin, H.S., & Eisenberg, H.M. (1991). Management of head injury: Neurobehavioural outcome. Neurosurgery Clinics of North America, 2, 457–472.CrossRefGoogle Scholar
Lezak, M. (1982). The problem of assessing executive functions. International Journal of Psychology, 77,281–297.CrossRefGoogle Scholar
Luria, A.R. (1966) Higher cortical functions in man. New York: Basic Books.Google Scholar
Mateer, C. A., & Williams, D. (1991). Effects of frontal lobe injury in childhood. Developmental Neuropsychology, 7, 359–376.CrossRefGoogle Scholar
Mattson, A.J., & Levin, H.S. (1990). Frontal lobe dysfunction following closed head injury. The Journal of Nervous and Mental Disease, 178, 282–291.CrossRefGoogle ScholarPubMed
Perrott, S.B., Taylor, H.G., & Montes, J.L. (1991). Neuropsychological sequelae, familial stress, and environmental adaptation following pediatric head injury. Developmental neuropsychology, 7, 69–86.CrossRefGoogle Scholar
Pontius, A. A. (1973). Dysfunction patterns analogous to frontal lobe sysyem and caudate nucleus syndromes in some groups of minimal brain dysfunction. Journal of the American Medical Women’s Association, 26, 285–292.Google Scholar
Savage, R.C., & Carter, R. (1984). Re-entry: The head injured student returns to school. Cognitive Rehabilitation, 2,28–33.Google Scholar
Sohlberg, M.M., & Mateer, C.A. (1989). Introduction to cognitive rehabilitation. New York: The Guilford Press.Google Scholar
Stuss, D.T., & Benson, D.F. (1986). The frontal lobes. New York: Raven Press.Google Scholar
Stuss, D.T., & Benson, D.F. (1987). The frontal lobes and control of cognition and memory. In Perecman, E. (Ed.), The frontal lobes revisited (pl41–158). New York: The IRBN Press.Google Scholar
Swan, S., & White, R. (1990). Increasing meta-learning: Thinking books. Set, 2: Australian Council for Educational Research.Google Scholar
Welsh, M.C., & Pennington, B.F. (1988). Assessing frontal lobe functioning in children: Views from developmental psychology. Developmental Neuropsychology, 4, 199–230.CrossRefGoogle Scholar
Welsh, M.C., Pennington, B.F., & Groisser, D.B. (1991). A normative-developmental study of executive function: A window on prefrontal function in children. Developmmental Neuropsychology, 7, 131–149.CrossRefGoogle Scholar
Wilson, B.A. (1987). Rehabilitation of memory.New York: The Guilford Press.Google Scholar
Wong, B.Y.L. (1986). Metacognition and special education: A review of a view. The journal of Special Education, 20,9–29.CrossRefGoogle Scholar