This course will review basic principles in pediatric traumatic brain injury (TBI), including incidence/prevalence, the relationship between development and traumatic brain injury, and the process of habilitation and rehabilitation in pediatric TBI. To build on this foundational information, the course will review the application of the International Classification of Functioning and Disability (ICF) framework to the assessment of cognitive-communication disorder following TBI and provides specific assessment recommendation across ICF areas. This course concludes by reviewing a case study of a 3-year old boy with TBI, highlighting the salient learner outcomes of the course.
Angela Hein Ciccia, Ph.D., CCC-SLP is an assistant professor in the Department of Psychological Sciences. Dr. Ciccia’s research focuses on factors that impact childrens’ ability to recovery/develop in the presence of a diagnosis of an acquired (i.e., new onset) and/or developmental neurogenic communication disorder. Dr. Ciccia is also interested in the use of novel service delivery models (including telemedicine) to enhance access to rehabilitation/support services for these children. Clinical populations of interest include Traumatic Brain Injury, ADHD, Autism Spectrum Disorders, Learning Disability, and other neurodevelopmental disabilities.
In the Introduction, the epidemiology of pediatric TBI and a basic description of deficits associated with pediatric TBI will be reviewed. Additionally, the current trends in caring for children with TBI will be discussed. This information serves as a foundation for the discussion of service provision, specifically assessment, for children with TBI.
In Chapter 2, the impact of a TBI sustained during early childhood on the neurologic, cognitive, language, and behavioral development will be discussed. The impact of the TBI on a developing system will then be tied together with issues of habilitation and rehabilitation for this population. This understanding will help to ensure that both development and recovery are actively addressed as part of a management program.
In Chapter 3, evidence-based practice recommendations in the area of assessment for TBI that have been provided from national organizations will be reviewed and integrated with the International Classification of Functioning, Disability and Health (ICF) framework. The combination of EBP assessment recommendations paired with the ICF helps to ensure that the whole child and family, including strengths and weakness, is taken into consideration.
In this Chapter, Dr. Ciccia will review a clinical case study of a boy that experienced a TBI at 3 years of age and his assessment process during his in-patient rehabilitation program. Additionally, follow-up information will be discussed on the child’s transition to kindergarten. This case highlights issues of habilitation, rehabilitation, and chronic management.