Motor Deficits Following Pediatric Mild Traumatic Brain Injury: Implications for School Psychologists

Autor/inn/en	Davis, Andrew S.; Moore, Brittney; Rice, Valerie; Decker, Scott
Titel	Motor Deficits Following Pediatric Mild Traumatic Brain Injury: Implications for School Psychologists
Quelle	In: School Psychology Forum, 9 (2015) 3, S.214-229 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Psychomotor Skills; Head Injuries; Brain; Physical Disabilities; School Psychologists; Neurological Impairments; Evaluation Methods; Perceptual Motor Coordination; Visual Perception; Pictorial Stimuli; Brain Hemisphere Functions; Muscular Strength; Intervention; Bender Visual Motor Gestalt Test; Beery Developmental Test of Visual Motor Integration; Halstead Reitan Neuropsychological Tests + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Kopfverletzung; Gehirn; Physical handicap; Körperbehinderung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Neurodegenerative Erkrankung; Körperkoordination; Visuelle Wahrnehmung; Fantasieanregung; Muskelkraft
Abstract	Mild traumatic brain injury (mTBI), sometimes referred to as concussion, is one of the most common acquired neurological problems of childhood. When children return to school following mTBI, school psychologists should be actively involved in the determination of neurocognitive and functional deficits for the purpose of designing strength-based interventions in home and school settings. Simple and complex motor deficits are frequently seen in mTBI given the widespread involvement of cortical and subcortical structures in the execution of motor activities. Concerns are present, however, that school psychologists do not typically recognize these deficits or appreciate the effect these deficits can have on the developing central nervous system and the potential to negatively affect academic, social, and emotional development. This article discusses the effects of mTBI on motor systems and development as well as the implications for school psychologists in regard to assessment and intervention. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01