Pediatric Traumatic Brain Injury: Promoting Successful School Reentry

This article reviews physical, cognitive, and behavioral characteristics, of traumatic brain irjury (TBI) that can place a child at risk for poor school adjustment. It proposes an ecological approach to school-based assessment and intervention that considers not only the nature of the child's brain irjury, but also developmental factors and the quality of the school environment. Key issues for school success are discussed, including early identification of the child with TBI, neuropsychological assessment, multidisciplinary collaboration, individualized programming, and interventions aimed at modifying the environment to provide needed supports.