Every child and adolescent who has a brain injury presents with different deficits and has a different course of recovery. Use this book to understand the complex effects of childhood TBI on cognitive, language, and behavioral development; on social and family relationships; and plan effective interventions.
- Formulate realistic and functional treatment goals
- Help the child with TBI function successfully in the classroom and community
- Understand how TBI affects the child's family and how to respond effectively
- Screen for neurocognitive functioning with the LANSE-C and LANSE-A
Click here for more information on Digital Downloads.
This authoritative text by Drs. Lebby and Asbell is informative and concise without being oversimplified.
Lots of illustrations and real-life examples help you understand the main aspects of brain injury in addition to the more subtle features that result from brain damage. It includes two popular evidence-based assessment tools, the Lebby-Asbell Neurocognitive Screening Examination for Children (LANSE-C) and the Lebby-Asbell Neurocognitive Screening Examination for Adolescents (LANSE-A).
Chapters in the book cover:
- brain anatomy—the parts of the brain and their functions and the cranial nerves and their functions
- brain development and cognition—developmental milestones and an overview of how brain injury affects normal brain and cognitive development
- traumatic brain injury—what happens to the brain after an injury based on the type of trauma, level and number of injuries, and medical complications
- TBI-related language disorders—the primary symptoms of fourteen types of communication/language disorders
- TBI-related frontal lobe disorders—an overview of frontal lobe functions such as executive functions, attention deficits, reasoning, lack of insight, and more
- TBI-related motor, visual, and learning and memory disorders—the terminology of and conditions resulting from damage to the motor cortex, visual cortex, and diffuse damage to the cortex
- general assessment issues—special considerations for testing and the interpretation of test results
- neurocognitive assessment—screening with the:
- Lebby-Asbell Neurocognitive Screening Examination for Children (LANSE-C)
- Lebby-Asbell Neurocognitive Screening Examination for Adolescents (LANSE-A)
- considerations for formal testing and assessment of general functioning
- recovery issues—processes, predictors, and patterns of recovery; issues in resumption of activities and transitions
- intervention—prioritizing goals, choosing therapy activities, and accommodations for specific deficits
- family issues—helping the family adjust and dealing with attitudes and emotions
The two screening tools assess these areas: general functioning, level of consciousness, orientation, attention, langauge, reasoning, memory, object use, visual-spatial ability, visual-motor integration, and visual neglect.
Sample pages of the screening instruments may be seen by clicking on the Sample Pages tab above.
Copy the client activity pages or print them from the FREE CD.
Copyright © 2007
Drs. Lebby and Asbell have co-authored a well-organized, current volume on traumatic brain injury and its sequelae in children and adolescents. The information provided within the text is well-founded within the current research regarding neurolinguistics. They provide a wealth of up-to-date information that teachers and clinicians will find useful and informative. The chapter on Language Disorders is exemplary, with its focus on practicality and its detailed examples of the various aphasia syndromes. This book is an excellent resource and will be a welcome addition to any clinician's library.
Carol Giovacchini, SLP
- Assessment needs to be ongoing, sensitive to real-world contexts, and collaborative (Ylvisaker, Szekeres, & Feeney, 2008).
- The hallmarks of traumatic brain injury include impairments in memory, organization, speed of thinking, attention and concentration, affective control and irritability, motivation, judgment, and socialization (Hutchison & Lebby, 2005).
- A review of literature shows that children who appear to have recovered from brain injury may later exhibit cognitive, socio-emotional, or behavioral deficits due to damage of developing processes. This review supports a developmental approach to intervention with children with TBI (Gil, 2003).
- When injury takes place during sensitive developmental periods, some deficits may not present until several years later in a child's life, when the functions were expected to mature naturally. Later deficits frequently include difficulties with executive functions, such as foresight, hindsight, planning, organization, and the conceptualization of abstract concepts (Hutchison & Lebby, 2005; Ewing-Cobbs, Barnes, & Fletcher, 2003).
- Family involvement has a positive influence on therapy results for children with TBI (Braga, DuPuz, & Ylvisaker, 2005).
- Speech-language pathologists' roles in the treatment of individuals with cognitive-communication disorders include training discrete cognitive processes, teaching specific functional skills, and developing compensatory strategies and support systems (ASHA, 2005).
The Source for TBI Children & Adolescents incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2005). Roles and responsibilities of speech-language pathologists in diagnosis, assessment, and treatment of individuals with cognitive-communication disorders [Position Statement]. Retrieved April 7, 2009, from www.asha.org/policy
Braga, L.W., DuPuz, A.C., & Ylvisaker, M. (2005). Direct clinician delivered versus family supported rehabilitation of children with traumatic brain injury: A randomized controlled trial. Brain Injury, 19(10), 819-831.
Ewing-Cobbs, L., Barnes, M.A., & Fletcher, J.M. (2003). Early brain injury in children: Development and reorganization of cognitive function. Developmental Neuropsychology, 24, 669-704.
Gil, A.M. (2003). Neurocognitive outcomes following pediatric brain injury: A developmental approach. Journal of School Psychology, 41(5), 337-353.
Hutchison, H.T., & Lebby, P.C. (2005). Traumatic encephalopathies. In R.B. David (Ed.), Child and adolescent neurology (2nd ed.). Malden, MA: Blackwell Publishing, Ltd.
Ylvisaker, M., Szekeres, S.F., & Feeney, T. (2008). Communication disorders associated with traumatic brain injury. In R. Chapey (Ed.), Language intervention strategies in aphasia and related neurogenic communication disorders (5th ed.). Baltimore: Lippincott Williams & Wilkins.