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Teacher, Parent, and Self-Perceptions of Social Functioning in Youth with Traumatic Brain Injury

Feltz, Lindsey M.
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1479819487863224

Abstract Details

2016, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
A traumatic brain injury (TBI) sustained during childhood can cause significant negative consequences in not only physical, cognitive, and academic functioning, but also emotional, behavioral and social functioning. These deficits are often interrelated and can adversely affect the individual’s daily living, including interactions with others. Social dysfunction is a particularly debilitating problem for children and adolescents who have sustained a traumatic brain injury (TBI). The social effects of TBI, particularly over time, are infrequently researched and therefore are not well understood by school personnel. This study examined the perceptions of teacher, caregiver and student regarding social functioning following a TBI by 1) comparing teacher and caregiver ratings of social skills at baseline, 6 months post-injury, 12 months post-injury, 18 months post-injury, and 7 years post-injury 2) examining self-ratings of social competence 7 years post-injury in comparison to individuals who sustained an Orthopedic Injury (OI) and 3) comparing self-ratings of social acceptance to caregiver and teacher ratings of social functioning. No significant difference between caregiver and teacher ratings was found; however, a significant difference was detected between teacher ratings of individuals with OI and individuals with TBI. In addition, individuals with TBI did not perceive themselves as having any deficits in social acceptance or global self-worth; there were no significant differences in self-ratings between individuals with TBI and individuals with OI. Lastly, this study found discrepancies between self and parent ratings and self and teacher ratings. Such discrepancies suggest a lack of self-awareness in youth following a TBI.
Susan Davies, PhD (Committee Chair)
Elana Bernstein , PhD (Committee Member)
Melissa Ginn (Committee Member)
Lesley Evans, PhD (Committee Member)
63 p.
Education; Educational Psychology; Psychology
Traumatic Brain Injury; TBI; Social Functioning; teacher perceptions; parent perceptions; self-perceptions

Recommended Citations

Citations

  • Feltz, L. M. (2016). Teacher, Parent, and Self-Perceptions of Social Functioning in Youth with Traumatic Brain Injury [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1479819487863224

    APA Style (7th edition)

  • Feltz, Lindsey . Teacher, Parent, and Self-Perceptions of Social Functioning in Youth with Traumatic Brain Injury . 2016. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1479819487863224.

    MLA Style (8th edition)

  • Feltz, Lindsey . "Teacher, Parent, and Self-Perceptions of Social Functioning in Youth with Traumatic Brain Injury ." Electronic thesis or dissertation, University of Dayton, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1479819487863224

    Chicago Manual of Style (17th edition)

dayton1479819487863224
639
© 2016, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.