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Cognitive & academic function after Traumatic Brain Injury in school aged children: Documen-tation within medical and school records on problems and recommended support: A Systematic Review
Jönköping University, School of Education and Communication, HLK, CHILD. (CHILD)
2018 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Background: Childhood Traumatic Brain Injury (TBI) has been identified as a crucial public concern, causing interrup-tion in children’s cognitive development, sometimes resulting in permanent impairment or even death. Hence documen-tation in health and school records regarding their functioning or environmental restrictions post injury, seems vital for the facilitation of communication between a child’s systematic and ongoing environment. Especially since children’s health has been described as a holistic construct comprised of psycho, social and physical well-being. Requiring continual inter-disciplinary and collaborative efforts over their course of development. Aim: To explore literature related to cognitive functioning and recommended support for children who have experienced a TBI, and how professional’s document their associated problems within medical and school records regarding activities in or outside the classroom. Method: A sys-tematic review, strictly comprised of empirical studies. Selected due to its sequential structural design for attainment of literature relevant to the research topic of choice and quality assessment procedures which enable reduction of threats to bias findings. Results: A total of 9 articles were yielded after quality assessment and depicted that. Reduced processing speeds in cognitive ability domains can be regarded as the default or baseline outcomes after a childhood TBI. Predictors within these different domains impacted their adequate academic, social function and varied depending on age at injury (2-4yrs or 4-8yrs), Injury severity (mild, moderate/severe), family function and time points. Early and severe TBI showed significant residual impairments across all time points, whilst the mild to moderate groups showed low to average func-tioning, as with the typical sample groups after two-year time points. Executive, attention skills impairment and post injury support within home and school settings. Showed to have the highest impact on both behaviours in, outside the classroom and academic performance. Documentation: Mainly biological and admission details were documented in the medical records. Within school records, all except one most recent study used either parental, teacher reports or direct measures to assess functioning of TBI affected children within school. Hereby a need for documentation of environmental factors within medical records, high quality transition of their TBI information within their school settings and continual docu-mentation of their progress or supports in school is required.

Place, publisher, year, edition, pages
2018. , p. 33
Keywords [en]
systematic literature review, cognitive functioning, traumatic brain injury (TBI), medical records, school records
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hj:diva-43188ISRN: JU-HLK-SBU-2-20190056OAI: oai:DiVA.org:hj-43188DiVA, id: diva2:1291058
Subject / course
HLK, Child Studies
Presentation
2018-11-27, Hd418, Gjuterigatan 5 Box 1026 551 11, Jönköping, 08:30 (English)
Supervisors
Examiners
Available from: 2019-02-25 Created: 2019-02-22 Last updated: 2019-02-25Bibliographically approved

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CiteExportLink to record
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