Oregon Brain Injury Resource Network

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Behavior Bibliography

If you are unable to locate the information you need, please contact the Oregon Brain Injury Resource Network at 877-872-7246 or tbi@wou.edu

Special Issue:

Please Don’t Mind My P’s & Q’s - Emotion and Behavior after Brain Injury

Premier Outlook (Summer 2004) Volume 4, Issue 2.

The following articles can be downloaded from the Premier Outlook website.

Click on Volume 4, Issue 2.

Interventions For Behavioral Problems After Brain Injury-- Beatty, Carrie. Premier Outlook, 4(2), Summer 2004, pp. 4-12. (2004)

http://www.premier-outlook.com/

Medications and Behavior-- Gonzales, Amy B. Premier Outlook, 4(2), Summer 2004, pp. 13-23. (2004)

http://www.premier-outlook.com/

Neuroanatomy of Behavior After Brain Injury-- McGee, Joanne M. Premier Outlook, 4(2), Summer 2004, pp. 24-32. (2004)

http://www.premier-outlook.com/

Other Resources

Behavioral challenges in children: Linking school and home -- Kay, Thomas. Brain Injury Source, 5(3), Summer 2001, pp. 18-21, 40-42. (2001)

Behavioral considerations associated with traumatic brain injury -- Mayfield, Joan; Homack, Susan. Preventing School Failure, 49(4), Summer 2005, pp.17-22. (2005) Children who sustain traumatic brain injury (TBI) can experience significant cognitive deficits. These deficits may significantly impair their functioning in the classroom, resulting in the need for academic and behavioral modifications. Behavior and social problems can be the direct or indirect result of brain injury. Difficulties in paying attention, staying on task, and predicting the consequences of actions may be associated with behavior problems (M. Ylvisaker, T. Feeney, & F. Szekeres, 1998). A neuropsychological evaluation provides information to parents and teachers about the extent of the child's cognitive deficits and explains cognitive strengths and weaknesses. When teachers are provided with this information, they are able to develop appropriate strategies to optimize the child's ability to learn and function in the classroom. (Abstract from author)

Behavior problems in school and their educational correlates among children with traumatic brain injury -- Yeates, Keith Owen; Taylor, H. Gerry. Exceptionality, 14(3), 2006, pp. 141-154. (2006) This study examined the emotional and behavioral adjustment of children with traumatic brain injury (TBI) in school and its relationship to post injury academic performance and educational interventions. Teachers' ratings of child behavior and academic performance were collected during a prospective, longitudinal study of 53 children with severe TBI, 56 with moderate TBI, and 80 with orthopedic injuries, recruited between 6 and 12 years of age. Teachers completed ratings twice during the first year after injury and at an extended follow-up 4 years post injury. Severe TBI was associated with an elevated rate of emotional and behavioral problems that persisted across time. Poorer adjustment predicted poorer classroom performance and an increased likelihood of educational intervention. (Abstract from author)

How TBI affects behavior -- Tucker, Cindy L. In L. Schoenbrodt (Ed.), Children with traumatic brain injury: A parent’s guide (pp. 205-260). Bethesda, MD: Woodbine House. (2001)

Managing challenging behaviors in the classroom -- Savage, Ronald C.; McDonald, Helen. Brain Injury Source, 3(3), Summer 1999, pp. 26-32. (1999)

Strategies for managing your child’s behavior -- Tucker, Cindy L. In L. Schoenbrodt (Ed.), Children with traumatic brain injury: A parent’s guide (pp. 261-291). Bethesda, MD: Woodbine House. (2001).