Affiliations: Baltimore City Public Schools, Baltimore, MD, USA
Correspondence:
[*]
Address for correspondence: Dorothy R. Shaw, Baltimore City Public Schools, 502 Epsom Road, Baltimore, MD 21286, USA.
E-mail: [email protected]
Note: [1] Certified School Psychologist.
Abstract: Background:Many studies have investigated the impact of pediatric Cognitive Rehabilitation Therapy (CRT) upon intellectual functioning after traumatic brain injury; however, relatively few have identified efficacious treatment in a school setting. Objective:The purpose is to present a variety of CRT strategies that would be useful to a teacher or therapist working with students who are learning disabled or who have who have had a traumatic brain injury (TBI). Methods:This article investigates the particular challenges in learning which result from impaired cognition, and suggests techniques for improving memory and executive functioning. Results:Students who are learning disabled or who have TBI face social and emotional issues that impact their learning. Special therapeutic interventions are necessary to assist with orienting to their setting, integrating with peers, and coping with distressing emotions. Conclusions:Students with TBI can adapt and flourish in a school based setting provided that therapies and learned strategies are targeted to their specific needs.
