1
|
Provvidenza CF, Al-Hakeem H, Ramirez E, Rusyn R, Kingsnorth S, Marshall S, Mallory K, Scratch SE. Exploring the adaptability of TeachABI as an online professional development module for high school educators. PEC INNOVATION 2024; 4:100299. [PMID: 38911021 PMCID: PMC11192793 DOI: 10.1016/j.pecinn.2024.100299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Revised: 05/13/2024] [Accepted: 05/29/2024] [Indexed: 06/25/2024]
Abstract
Objective Educators often lack the knowledge and resources to assist students with acquired brain injury (ABI). TeachABI, an education module, was created to help elementary school teachers support students with ABI in classrooms. This study examined the adaptability of TeachABI for high school educators. Methods A qualitative descriptive study explored high school educators' (n = 9) experiences reviewing TeachABI and its adaptability for high school through semi-structured interviews. The interview guide was informed by implementation and adaptation frameworks. Transcripts were examined using directed content analysis. Results Teachers felt TeachABI was a good foundation for creating a high school-based education module. Adaptations were highlighted, such as streamlining content (e.g., mental health) and strategies (e.g., supporting test taking), to better meet educator needs. Conclusions Using implementation science and adaptation frameworks provided a structured approach to explore the adaptive elements of TeachABI. The module was perceived as a suitable platform for teaching high school educators about ABI. Innovation TeachABI is an innovative, user informed education module, providing a multi-modal (e.g., case study, videos) and replicable approach to learning about ABI. Applying frameworks from different fields provides concepts to consider when tailoring resources to align with educator needs (e.g., grade, class environment) and facilitate innovation uptake.
Collapse
Affiliation(s)
- Christine F. Provvidenza
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON M4G 1R8, Canada
- Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON M4G 1R8, Canada
| | - Hiba Al-Hakeem
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON M4G 1R8, Canada
| | - Elizabeth Ramirez
- Department of Occupational Science & Occupational Therapy, University of Toronto, 60 – 500 University Avenue, Toronto, ON M5G 1V7, Canada
| | - Rick Rusyn
- Department of Occupational Science & Occupational Therapy, University of Toronto, 60 – 500 University Avenue, Toronto, ON M5G 1V7, Canada
| | - Shauna Kingsnorth
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON M4G 1R8, Canada
- Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON M4G 1R8, Canada
- Department of Occupational Science & Occupational Therapy, University of Toronto, 60 – 500 University Avenue, Toronto, ON M5G 1V7, Canada
| | - Sara Marshall
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON M4G 1R8, Canada
| | - Kylie Mallory
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON M4G 1R8, Canada
| | - Shannon E. Scratch
- Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON M4G 1R8, Canada
- Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON M4G 1R8, Canada
- Department of Paediatrics, University of Toronto, 555 University Avenue, Black Wing Room 1436, Toronto, ON M5G 1X8, Canada
- Rehabilitation Sciences Institute, University of Toronto, 500 University Avenue, Suite 160, Toronto, ON M5G 1V7, Canada
| |
Collapse
|
2
|
Jimenez N, Harner V, Oliva MA, Lozano L, Fuentes M. The role of social determinants of health in the receipt of school services after\\ traumatic brain injury: A focus review on underserved pediatric populations. NeuroRehabilitation 2023:NRE220210. [PMID: 37125571 DOI: 10.3233/nre-220210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/02/2023]
Abstract
BACKGROUND Return to school is key for community re-integration after a traumatic brain injury (TBI). School support facilitates and ensure a successful transition back to school. However, access to school services is not uniform among U.S. children. OBJECTIVE To describe school services for children with TBI from minoritized backgrounds and highlight population-specific risk factors and facilitators for accessing services. METHODS Narrative review of the literature including studies on return to school after a mild-complicated, moderate, or severe TBI, among children enrolled in the U.S. school system. We describe receipt of services, enabling and risk factors, and outcomes, for minority children. RESULTS There is a gap in knowledge regarding return to school among minoritized children with TBIs. Studies have few participants from racial and ethnic minority backgrounds, or low income or rural communities. Transgender and non-binary youth are not represented in present research efforts. Studies highlight larger barriers to receipt of school services among minority children and additional barriers associated with their minority status. CONCLUSION Diversity in the U.S pediatric population is increasing. Minoritized populations are at increased risk for TBI and poor outcomes. Research focused on the needs of these populations is required to optimize school return after TBI hospitalization and overall post-discharge care.
Collapse
Affiliation(s)
- Nathalia Jimenez
- Department of Anesthesiology and Pain Medicine, University of Washington, Seattle, WA, USA
- Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, WA, USA
| | - Vern Harner
- School of Social Work and Criminal Justice, University of Washington-Tacoma, Tacoma, WI, USA
- Harborview Injury Prevention and Research Center, University of Washington, Seattle, WA, USA
| | - Maria Andrea Oliva
- Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, WA, USA
| | - Lorena Lozano
- Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, WA, USA
| | - Molly Fuentes
- Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, WA, USA
- Department of Rehabilitation Medicine, University of Washington, Seattle, WA, USA
| |
Collapse
|
3
|
Back to School: Academic Functioning and Educational Needs among Youth with Acquired Brain Injury. CHILDREN 2022; 9:children9091321. [PMID: 36138630 PMCID: PMC9497748 DOI: 10.3390/children9091321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Revised: 08/19/2022] [Accepted: 08/24/2022] [Indexed: 11/17/2022]
Abstract
Youth with a history of traumatic or non-traumatic acquired brain injury are at increased risk for long-lasting cognitive, emotional, behavioral, social, and physical sequelae post-injury. Such sequelae have great potential to negatively impact this population’s academic functioning. Consistently, poorer academic achievement and elevated need for educational supports have been well-documented among youth with a history of acquired brain injury. The current paper reviews the literature on neuropsychological, psychiatric, and academic outcomes of pediatric acquired brain injury. A discussion of special education law as it applies to this patient population, ongoing limitations within the field, and a proposal of solutions are also included.
Collapse
|
4
|
Tarnai K, Marcopulos B. Developing a model of return to school: A Traumatic Brain Injury Model Systems study. Brain Inj 2022; 36:544-552. [PMID: 35380490 DOI: 10.1080/02699052.2022.2051739] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Abstract
OBJECTIVE A common goal for those recovering from moderate to severe brain injury is to reengage in education or employment. There is significant overlap between the skills relevant for successful job and academic performance in high school and college, and many deficits reported after brain injury are consistent across young adults and adults. This study utilized a return to work (RTW) model framework to develop a model of return to school (RTS). METHOD Days of post-traumatic amnesia (PTA), length of stay (LOS), rehabilitation discharge Disability Rating Scale (DRS) scores, presence of pre-injury learning limitation, and educational level were used to predict RTS one-year post-injury in a student sample (N = 158, 58.8% white, 69.6% male) within the Traumatic Brain Injury Model Systems National Database. RESULTS The overall RTS rate for this sample was 62%. Logistic regression indicated that lower DRS discharge scores and being in high school pre-injury resulted in the best outcome. CONCLUSION Results showed partial support for the translation of RTW factors to a student sample; however, results may also favor the conceptual distinction in RTS versus RTW, which are elaborated. More outreach for college students may improve awareness of disability services, thereby heightening the future return rate.
Collapse
Affiliation(s)
- Kathryn Tarnai
- Department of Graduate Psychology, James Madison University, Harrisonburg, Virginia, USA
| | - Bernice Marcopulos
- Department of Graduate Psychology, James Madison University, Harrisonburg, Virginia, USA.,Department of Psychiatry and Neurobehavioral Sciences, University of Virginia, Charlottesville, Virginia, USA
| |
Collapse
|
5
|
Moser A, Wirt SZ, Niedzwecki C. Determining school reintegration needs of acquired brain injury patient through the use of a novel school simulation rubric. J Pediatr Rehabil Med 2022; 15:523-527. [PMID: 35723124 DOI: 10.3233/prm-210052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Determining when a child returns to school after an acquired brain injury is difficult to assess. Many factors affect a successful hospital-to-school reintegration. The hospital school simulation allowed the Acute Pediatric Inpatient Rehabilitation Unit (IRU) interdisciplinary team to assess how the patient was functioning at specific stages of the patient healing process to target goals that explicitly helped the patient safely reintegrate into school. A patient with an acquired brain injury (ABI) participated in a hospital school simulation where a novel school simulation rubric (SSR) tool was used to evaluate completion of specific activities the patient would experience in a traditional classroom. Results were shared with the IRU team so accommodations and modifications could be made to the IRU school recommendations letter based on the results of the final SSR. Preliminary results were found to benefit the patient as they reintegrated back to school. This study highlights the need for ongoing communication between hospital providers and educational personnel to provide patients with academic supports for school reintegration.
Collapse
Affiliation(s)
- Alana Moser
- Child Life, Texas Children's Hospital, Houston, TX, USA
| | - Stephen Z Wirt
- Physical Medicine and Rehabilitation, Texas Children's Hospital, Houston, TX, USA
| | - Christian Niedzwecki
- Physical Medicine and Rehabilitation, Texas Children's Hospital, Houston, TX, USA.,Baylor College of Medicine, Houston, TX, USA
| |
Collapse
|
6
|
Davies SC. School-Based Support for Families of Students with Traumatic Brain Injuries. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2020. [DOI: 10.1080/15377903.2020.1734708] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Susan C. Davies
- Department of Counselor Education, University of Dayton, Dayton, Ohio, USA
| |
Collapse
|
7
|
Vanclooster S, Van Hoeck K, Peremans L, Bilsen J, Van Der Werff Ten Bosch J, Laureys G, Paquier P, Jansen A. Reintegration into school of childhood brain tumor survivors: a qualitative study using the International Classification of Functioning, Disability and Health – Children and Youth framework. Disabil Rehabil 2020; 43:2610-2620. [DOI: 10.1080/09638288.2019.1708484] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/16/2023]
Affiliation(s)
| | | | - Lieve Peremans
- Department of Public Health, Vrije Universiteit Brussel, Brussels, Belgium
- Department of Primary and Interdisciplinary Care, University of Antwerp, Antwerp, Belgium
| | - Johan Bilsen
- Department of Public Health, Vrije Universiteit Brussel, Brussels, Belgium
| | | | - Geneviève Laureys
- Department of Pediatric Hematology, Oncology and Stem Cell Transplantation, Ghent University Hospital, Ghent, Belgium
| | - Philippe Paquier
- Center for Linguistics, Vrije Universiteit Brussel, Brussels, Belgium
| | - Anna Jansen
- Department of Public Health, Vrije Universiteit Brussel, Brussels, Belgium
- Pediatric Neurology Unit, UZ Brussel, Brussels, Belgium
| |
Collapse
|
8
|
Mealings M, Douglas J, Olver J. Is it me or the injury: Students’ perspectives on adjusting to life after traumatic brain injury through participation in study. Neuropsychol Rehabil 2019; 30:1255-1276. [DOI: 10.1080/09602011.2019.1574231] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Margaret Mealings
- La Trobe University College of Science Health and Engineering, Bundoora, Australia
- Epworth Healthcare, Richmond, Australia
| | - Jacinta Douglas
- La Trobe University College of Science Health and Engineering, Bundoora, Australia
- Summer Foundation, Box Hill, Australia
| | - John Olver
- Epworth Healthcare, Richmond, Australia
- Epworth Monash Rehabilitation Medicine Unit, Richmond, Australia
| |
Collapse
|
9
|
Minney MJ, Roberts RM, Mathias JL, Raftos J, Kochar A. Service and support needs following pediatric brain injury: perspectives of children with mild traumatic brain injury and their parents. Brain Inj 2018; 33:168-182. [PMID: 30396278 DOI: 10.1080/02699052.2018.1540794] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
OBJECTIVE To provide a qualitative examination of the service and support needs of children who have had a mild traumatic brain injury (mTBI), and their parents, in order to improve clinical services. METHODS Semi-structured interviews were conducted with 9 children (8-12 years; M = 10.6 years, SD = 0.8) and their parents (n = 9) 29-55 days (M = 34 days; SD = 9.3) after presenting to an Australian Paediatric Emergency Department (PED) for mTBI. Children's post-concussive symptoms (PCS) were additionally measured using the Post-Concussive Symptom Inventory (PCSI). Audio recordings were transcribed, and a thematic analysis was conducted. RESULTS Post-injury needs were reflected in four main themes: Communication; Family Burden; Continuity of Care; and Social and Community Support. These themes reflected children's and parents' needs for information, emotional/social/community support, and follow-up care. Both the children's and parents' needs, and the extent to which they were met, appeared to be related to the severity and duration of the child's PCS. CONCLUSIONS Dedicated pediatric mTBI follow-up services that build on family's resources and meet their individual needs for information, emotional support, and referral may assist in optimizing post-injury outcomes.
Collapse
Affiliation(s)
- M J Minney
- a School of Psychology , University of Adelaide , Adelaide , Australia
| | - R M Roberts
- a School of Psychology , University of Adelaide , Adelaide , Australia
| | - J L Mathias
- a School of Psychology , University of Adelaide , Adelaide , Australia
| | - J Raftos
- b Pediatric Emergency Department , Women's & Children's Hospital , North Adelaide , Australia
| | - A Kochar
- b Pediatric Emergency Department , Women's & Children's Hospital , North Adelaide , Australia
| |
Collapse
|
10
|
Romm KE, Ambegaonkar JP, Caswell AM, Parham C, Cortes NE, Kerr Z, Broshek DK, Caswell SV. Schoolteachers' and Administrators' Perceptions of Concussion Management and Implementation of Return-to-Learn Guideline. THE JOURNAL OF SCHOOL HEALTH 2018; 88:813-820. [PMID: 30300931 DOI: 10.1111/josh.12687] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2017] [Revised: 12/05/2017] [Accepted: 12/12/2017] [Indexed: 06/08/2023]
Abstract
BACKGROUND Concussions are a public health concern and concussion management in school requires a team approach. We examined schoolteachers' and administrators' perceptions of concussions, management, and implementation of return-to-learn (RTL) guidelines. METHODS We audio-recorded and transcribed semistructured interviews with teachers (N = 16) and administrators (N = 6) from a public school system. We analyzed data using an analytic induction and constant comparison approach. RESULTS Two themes emerged: different understanding, and school context. Participants with no sport coaching experience were less familiar with concussions than those who coached a sport. Participants with personal experience with concussions were more sympathetic toward concussed students' needs. Teachers expressed feeling ill-equipped to implement RTL guidelines without specific instructions in the complex school environment. However, school administrators had minimal understanding of teacher-described challenges. CONCLUSIONS Teachers and administrators recognize that concussions are a health concern, but differ in their perceptions of concussions, management, and implementation of RTL guidelines. Personal experiences mediate individual perceptions about concussions. The daily realities of a school environment complicate teachers' capacity to implement RTL guidelines. Conversely, school administrators did not express awareness of any challenges with concussion management. To best facilitate students' recovery schools should include all stakeholders when devising concussion management policies.
Collapse
Affiliation(s)
- Kaitlin E Romm
- Sports Medicine Assessment, Research & Testing (SMART) Laboratory. George Mason University, 10900 University Boulevard, Bull Run Hall 220, MSN 4E5, Manassas, VA 20110
| | - Jatin P Ambegaonkar
- Athletic Training Education Program, George Mason University, 10900 University Boulevard, Bull Run Hall 220, MSN 4E5, Manassas, VA 20110
| | - Amanda M Caswell
- Athletic Training Education Program, George Mason University, 10900 University Boulevard, Bull Run Hall 220, MSN 4E5, Manassas, VA 20110
| | - Candace Parham
- Athletic Training Education Program, George Mason University, 10900 University Boulevard, Bull Run Hall 220, MSN 4E5, Manassas, VA 20110
| | - Nelson E Cortes
- Kinesiogy, George Mason University, 10900 University Boulevard, Bull Run Hall 220, MSN 4E5, Manassas, VA 20110
| | - Zachary Kerr
- Department of Exercise and Sport Science, 313 Woollen Gym, CB# 8605, University of North Carolina, Chapel Hill, NC 27599-8700
| | - Donna K Broshek
- Neurocognitive Assessment Lab, Psychiatry & Neurobehavioral Sciences, University of Virginia Health System P.O. Box 800623, Charlottesville, VA 22908-0623
| | - Shane V Caswell
- Sports Medicine Assessment, Research & Testing (SMART) Laboratory. George Mason University, 10900 University Boulevard MS 4E5, Manassas, VA 20110
| |
Collapse
|
11
|
Stakeholders’ Perspectives on Communication and Collaboration Following School Reintegration of a Seriously Ill Child: A Literature Review. CHILD & YOUTH CARE FORUM 2018. [DOI: 10.1007/s10566-018-9443-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
|
12
|
McKinlay A, Buck K. Misconceptions about traumatic brain injury among educators: has anything changed over the last 20 years? Disabil Rehabil 2018; 41:1419-1426. [DOI: 10.1080/09638288.2018.1429500] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Audrey McKinlay
- Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, Australia
| | - Kimberly Buck
- Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, Australia
| |
Collapse
|
13
|
Vanclooster S, Bilsen J, Peremans L, Van der Werff Ten Bosch J, Laureys G, Willems E, Genin S, Van Bogaert P, Paquier P, Jansen A. Attending school after treatment for a brain tumor: Experiences of children and key figures. J Health Psychol 2017; 24:1436-1447. [DOI: 10.1177/1359105317733534] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Reintegration into school is a milestone for childhood brain tumor survivors, as well as for their parents, teachers, and healthcare providers. We explored their experiences following the school re-entry by conducting semi-structured interviews. Thematic analysis resulted in four main themes: “school performance,” “psychosocial well-being,” “support and approach,” and “communication and collaboration.” Children were pleased to return to school despite confrontation with adverse outcomes. Parents, teachers, and healthcare providers identified current and future concerns and challenges, as well as opportunities for academic and personal development. Their experiences highlight the importance of coordinated and systematic follow-up in close collaboration with healthcare providers.
Collapse
Affiliation(s)
- Stephanie Vanclooster
- Mental Health and Wellbeing Research Group, Vrije Universiteit Brussel, Brussels, Belgium
| | - Johan Bilsen
- Mental Health and Wellbeing Research Group, Vrije Universiteit Brussel, Brussels, Belgium
| | - Lieve Peremans
- Mental Health and Wellbeing Research Group, Vrije Universiteit Brussel, Brussels, Belgium
- Department of Primary and Interdisciplinary Care, University of Antwerp, Antwerp, Belgium
| | | | - Geneviève Laureys
- Department of Pediatric Hematology, Oncology and Stem Cell Transplantation, Ghent University Hospital, Ghent, Belgium
| | - Elsie Willems
- Department of Pediatric Hematology, Oncology and Stem Cell Transplantation, Ghent University Hospital, Ghent, Belgium
| | - Sophie Genin
- Department of Neuropsychology, Hôpital Erasme, Université Libre de Bruxelles, Brussels, Belgium
| | - Patrick Van Bogaert
- Department of Pediatric Neurology, Hôpital Erasme, Université Libre de Bruxelles, Brussels, Belgium
| | - Philippe Paquier
- Department of Neurology, Hôpital Erasme, Université Libre de Bruxelles, Brussels, Belgium
- Unit of Clinical and Experimental Neurolinguistics, Center for Linguistics, Vrije Universiteit Brussel, Brussels, Belgium
- Unit of Translational Neurosciences, School of Medicine and Health Sciences, Universiteit Antwerpen, Antwerp, Belgium
| | - Anna Jansen
- Mental Health and Wellbeing Research Group, Vrije Universiteit Brussel, Brussels, Belgium
- Pediatric Neurology Unit, Department of Pediatrics, UZ Brussel, Brussels, Belgium
| |
Collapse
|
14
|
Andersson K, Bellon M, Walker R. Parents’ experiences of their child’s return to school following acquired brain injury (ABI): A systematic review of qualitative studies. Brain Inj 2016; 30:829-38. [DOI: 10.3109/02699052.2016.1146963] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Affiliation(s)
- Kerstin Andersson
- Disability and Community Inclusion, School of Health Sciences, Flinders University, Adelaide, Australia
| | - Michelle Bellon
- Disability and Community Inclusion, School of Health Sciences, Flinders University, Adelaide, Australia
| | - Ruth Walker
- Disability and Community Inclusion, School of Health Sciences, Flinders University, Adelaide, Australia
| |
Collapse
|
15
|
Jantz PB, Comerchero VA, Canto AI, Pierson E. Traumatic Brain Injury and Grief: Considerations and Practical Strategies for School Psychologists. ACTA ACUST UNITED AC 2015. [DOI: 10.1007/s40688-015-0047-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|