ABSTRACT
Many students with TBI return to school needing educational services ranging from direct interventions (e.g., contingency management procedures, positive behavior supports) to indirect interventions (e.g., training and support for teachers; Ylvisaker et al., 2001). Although medical, neurological, and neuropsychological professionals are experts in their respective fields, few consider themselves experts in meeting the psychoeducational needs of students with TBI. In this chapter, psychoeducational needs are defined as: educational needs of students as they relate to child development, learning, academics, behavior, social interaction, and overall mental health. Within the school setting, many professionals (e.g., school psychologists, special education teachers) are trained to be experts in psychoeducational assessment and intervention. Unfortunately, when it comes to the psychoeducational assessment of students with TBI, and the subsequent development of educational interventions, educational professionals have typically received little, if any, training in these areas.
