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Perceptions of Executive Functioning in Young Children Following Traumatic Brain Injury

Armstrong-Betts, Alison Elizabeth

Abstract Details

2011, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
Pediatric traumatic brain injury (TBI) poses significant challenges for children as they begin or reenter school. Impaired executive functioning is a particularly debilitating consequence of a TBI. Related deficits can adversely impact a student’s ability to independently complete daily living skills, appropriately interact with peers, and successfully complete academic tasks. This study examined whether or not teachers and caregivers provided different ratings of executive functioning of young children following a traumatic brain injury using the Behavior Rating Inventory of Executive Functioning (BRIEF) and the BRIEF-Preschool Version. Pre-injury baseline data was collected shortly after injury and post-injury data was obtained at approximately 6 months, 12 months, and 18 months from the date of injury. Results indicate that teachers and caregivers provide similar ratings of executive functioning of young children who have sustained a TBI, which may help educational teams determine how to best support students when returning to school after a TBI.
Susan Davies, Ed.D. (Committee Chair)
Sawyer Hunley, Ph.D. (Committee Member)
Tim Walker, Ph.D. (Committee Member)
53 p.

Recommended Citations

Citations

  • Armstrong-Betts, A. E. (2011). Perceptions of Executive Functioning in Young Children Following Traumatic Brain Injury [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1314062861

    APA Style (7th edition)

  • Armstrong-Betts, Alison. Perceptions of Executive Functioning in Young Children Following Traumatic Brain Injury. 2011. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1314062861.

    MLA Style (8th edition)

  • Armstrong-Betts, Alison. "Perceptions of Executive Functioning in Young Children Following Traumatic Brain Injury." Electronic thesis or dissertation, University of Dayton, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1314062861

    Chicago Manual of Style (17th edition)