Service Delivery in the Healthcare and Educational Systems for Children Following Traumatic Brain Injury: Gaps in Care.

Objective: To provide a review of evidence and consensus-based description of healthcare and educational service delivery and related recommendations for children with traumatic brain injury.

Methods: Literature review and group discussion of best practices in management of children with traumatic brain injury (TBI) was performed to facilitate consensus-based recommendations from the American Congress on Rehabilitation Medicine's Pediatric and Adolescent Task Force on Brain Injury. This group represented pediatric researchers in public health, medicine, psychology, rehabilitation, and education.

Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: A single case, experimental study.

Background: Assistive technology for cognition (ATC) can be an effective means of compensating for cognitive impairments following acquired brain injury. Systematic instruction is an evidence-based approach to training a variety of skills and strategies, including the use of ATC.

Objective: This study experimentally evaluated systematic instruction applied to assistive technology for cognition (ATC) in a vocational setting.

Building statewide infrastructure for effective educational services for students with TBI: promising practices and recommendations.

Objective: To identify promising practices in educational service delivery.

Methods: Consensus-building process with a multidisciplinary group of researchers, policy makers, and state Department of Education personnel.

Results: This white paper presents the group's consensus on the essential components of a statewide educational infrastructure to support students with traumatic brain injury across the spectrum of injury severity: (a) identification, screening, and assessment practices; (b) systematic communication between medical and educational systems; (c) tracking of child's progress over time; and (d) professional development for school personnel.

Systematic instruction for individuals with acquired brain injury: results of a randomised controlled trial.

The goal of this study was to evaluate experimentally systematic instruction compared with trial-and-error learning (conventional instruction) applied to assistive technology for cognition (ATC), in a double-blind, pre-test-post-test, randomised controlled trial. Twenty-nine persons with moderate-severe cognitive impairments due to acquired brain injury (15 in systematic instruction group; 14 in conventional instruction) completed the study. Both groups received 12, 45-minute individual training sessions targeting selected skills on the Palm Tungsten E2 personal digital assistant (PDA).

Longitudinal investigation of the post-high school transition experiences of adolescents with traumatic brain injury.

Objective: To describe outcomes for youth with traumatic brain injury (TBI) transitioning from high school to adulthood.

Design: Longitudinal design using univariate and multivariate analyses, including survival analysis to predict time to outcomes of interest and longitudinal growth modeling to evaluate factors that predict rates and levels of outcomes over time.

Main Outcome Measures: : employment, post-secondary education, and independent living status.