Describing the Composition of Individualized Education Plans for Students With Traumatic Brain Injury
| Autor: | Erin J Bush, Kelly Farquharson, Whitney Schneider-Cline, Christina Yeager Pelatti, Judy Harvey |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Male
Linguistics and Language Adolescent Traumatic brain injury Special education Language and Linguistics Midwestern United States 03 medical and health sciences Speech and Hearing 0302 clinical medicine Intervention (counseling) Brain Injuries Traumatic medicine Humans Child Students Composition (language) Age differences 05 social sciences 050301 education medicine.disease Cross-Sectional Studies Child Preschool Education Special Cohort Female Psychology 0503 education 030217 neurology & neurosurgery Clinical psychology |
| Zdroj: | Language, Speech, and Hearing Services in Schools. 51:839-851 |
| ISSN: | 1558-9129 0161-1461 |
| DOI: | 10.1044/2020_lshss-19-00074 |
| Popis: | Purpose The purpose of this study was to explore and describe the features of Individualized Education Plans (IEPs) for a cohort of students with traumatic brain injury (TBI) to help elucidate current special education practices for students with TBI. Method We obtained permission from administrators of a local school district of 41,000 students in a Midwestern state to review de-identified IEP records of students verified with TBI. We examined demographic information (i.e., cause and age at time of injury), IEP services and intensity, IEP goal categories, and previous verification status. Results Descriptive results support that intervention services were more intense for students with TBI with greater lengths of time postinjury. Target behaviors within goals were more often related to math and reading than to the cognitive processes that govern these skills, such as attention, memory, and executive functioning. Finally, more than a third of our sample had been verified with a disability and were receiving special education services via an IEP prior to their TBI. Conclusions This work represents an important first step in understanding the special education services for students with TBI. Future research should explore interventions that are ecologically valid for school-based settings and are developed to address the idiosyncratic deficits of students with TBI, particularly interventions that focus on the underlying cognitive processes experienced by these students. |
| Databáze: | OpenAIRE |
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