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Education 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 on Pediatrics and TBI

Brain Injury Professional, (2006), Volume 3, Issue 4.

Neurocognitive Stall: A Paradox in Long term Recovery from Pediatric Brain Injury -- Chapman, Sandra Bond. Brain Injury Professional, 3(4), 2006, pp. 10-13. (2006)

A Holistic Approach for Improving Educational Outcomes of Students with TBI: Promising Practices and New Directions for Research -- Glang, Ann; Lash, Marilyn. Brain Injury Professional, 3(4), 2006, pp. 16-18. (2006)

Outcomes and Assessment in Childhood Traumatic Brain Injury – Yeates, Keith Owen. Brain Injury Professional, 3(4), 2006, pp. 20-22. (2006)

Promising Practices for Youth with TBI Transitioning to Adulthood – Todis, Bonnie; Malec, James; Gillett, Jane.

Brain Injury Professional, 3(4), 2006, pp. 30-32. (2006)

Special Issue:

Traumatic Brain Injury

Exceptionality, (2006), Volume 14, Issue 3.

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)

Myths and Misconceptions about Traumatic Brain Injury: Endorsements by School Psychologists -- Hooper, Stephen R. Exceptionality, 14(3), 2006, pp. 171-182. (2006)

Preschool Traumatic Brain Injury: A Review for the Early Childhood Special Educator -- Wetherington, Crista E.; Hooper, Stephen R. Exceptionality, 14(3), 2006, pp. 155-170. (2006)

Traumatic Brain Injury in Children and Adolescents: Academic and Intellectual Outcomes Following Injury -- Arroyos-Jurado, Elsa; Paulsen, Jane S.; Ehly, Stewart; Max, Jeffrey E. Exceptionality, 14(3), 2006, pp. 125-140. (2006)

Special Issue:

Traumatic Brain Injury

Preventing School Failure, (Summer 2005) Volume 49, Issue 4.

Classroom Interventions for Students with Traumatic Brain Injuries -- Bowen, Julie M. Preventing School Failure, 49(4), Summer 2005, pp. 34-41. (2005)

Integration of Neuropsychology in Educational Planning Following Traumatic Brain Injury -- Stavinoha, Peter L. Preventing School Failure, 49(4), Summer 2005, pp. 11-16. (2005)

School Reentry Following Traumatic Brain Injury -- Deidri, Kathleen K. M.; Farmer, Janet E. Preventing School Failure, 49(4), Summer 2005, pp. 23-33. (2005)

The Great Leap Forward: Transitioning Into the Adult World. -- Savage, Ronald C. Preventing School Failure, 49(4), Summer 2005. pp. 43-52. (2005)

Traumatic Brain Injury: A Challenge for Educators -- Bullock, Lyndal M.; Gable, Robert A.; Mohr, J. Darrell. Preventing School Failure, 49(4), Summer 2005, pp. 6-10. (2005)

Traumatic Brain Injury: Perspectives from Educational Professionals. -- Mohr, J. Darrell; Bullock, Lyndal M. Preventing School Failure, 49(4), Summer 2005, pp. 53-57. (2005)

Other Resources

Brain Injured Students at My School? In My Room? -- Cave, Bobbin Kyte. Clearing House, 77(4), March/April 2004, pp. 169-172. (2004) In this article, the author identifies brain injuries as defined in special education law, discusses the number of students who might be impacted, describes symptoms, and reviews successful educational interventions. Traumatic brain injuries (TBI) are defined in special education law in the Individuals with Disabilities Education Act (IDEA 1990) as being an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability, psychosocial impairment, or both, that adversely affects a child's educational performance. Unlike with adults who are often admitted to a hospital for a period of time for surveillance or tests, many children are seen in emergency rooms, clinics, and physicians' offices and then sent home under the watchful eye of a parent. Teachers and their brain injured students have found the following steps to be helpful: (1) Build a bridge from old to new by engaging and focusing the student's attention on the student's prior knowledge or life experiences; (2) Create a framework for learning by using the student's strengths and compensatory strategies to reinforce particular learning needs; (3) Practice newly taught information to ensure learning and to establish memory cues; (4) Generalize the learning to new situations. Talking, drawing, or writing about a topic or comparing a topic to something else reinforces the material the student is learning; and (5) Move the student toward independence. For students with undiagnosed head injuries, there is hope. (ERIC)

Effective Teaching Strategies -- Tyler, Janet; Grandinette, Sharon. Brain Injury Source, 6(3), Winter/Spring 2003, pp. 38-41, 48. (2003)

School Psychology and Traumatic Brain Injury: A Programmatic Approach to Training -- Hooper, Stephen R. Brain Injury Source, 6(3), Winter/Spring 2003, pp. 28-31. (2003)

The Role of Functional Behavior Assessment in Children’s Brain Injury Rehabilitation -- Bruce, Stephen; Selznick, Lisa. Brain Injury Source, 6(3), Winter/Spring 2003, pp. 32-37. (2003)