Building Social Networks for Children and Adolescents with Traumatic Brain Injury: A School-Based Intervention

Glang, Ann; Todis, Bonnie; Cooley, Elizabeth; Wells, Jennifer; Voss, Judith

doi:10.1097/00001199-199704000-00005

Cited by 44 publications

(32 citation statements)

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“…This finding may relate to the higher prevalence of published systematic reviews and clinical guidelines on the topic of cognitive and communication deficits after TBI [23][24][25][26][27][28], although much of the evidence is based on studies of adults. Whereas systems have been designed to address school re-entry for children with TBI during and after receiving inpatient rehabilitation [7,8,29], there is a lack of quality research evidence supporting the effectiveness of such systems [30,31]. Thus, although the quality-of-care indicators proposed in this study are evidence-based and expert-endorsed, the universal value of these care processes for all children with TBI (regardless of severity or functional ability) warrants further investigation.…”

Section: Discussionmentioning

confidence: 99%

Variations in the quality of inpatient rehabilitation care to facilitate school re-entry and cognitive and communication function for children with TBI

et al. 2013

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Section: Discussionmentioning

confidence: 99%

Variations in the quality of inpatient rehabilitation care to facilitate school re-entry and cognitive and communication function for children with TBI

et al. 2013

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“…In turn, the refinement of a multilevel, integrated causal model should prove valuable in designing interventions to promote better social outcomes following childhood TBI (Bierman, 2004;Glang, Todis, Cooley, Wells, & Voss, 1997;Guralnick, 1989Guralnick, , 1990. In this sense, the model will afford an opportunity to improve the long-term quality of life of children and families affected by brain disorders.…”

Section: Future Directions and Significancementioning

confidence: 99%

Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology.

Yeates

Bigler

Dennis

et al. 2007

Psychological Bulletin

392

400

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The authors propose a heuristic model of the social outcomes of childhood brain disorder that draws on models and methods from both the emerging field of social cognitive neuroscience and the study of social competence in developmental psychology/psychopathology. The heuristic model characterizes the relationships between social adjustment, peer interactions and relationships, social problem solving and communication, social-affective and cognitive-executive processes, and their neural substrates. The model is illustrated by research on a specific form of childhood brain disorder, traumatic brain injury. The heuristic model may promote research regarding the neural and cognitiveaffective substrates of children's social development. It also may engender more precise methods of measuring impairments and disabilities in children with brain disorder and suggest ways to promote their social adaptation. Surprisingly little is known about the extent, basis, and consequences of the social problems associated with neurological dys-function and brain insults occurring during childhood, despite the significant long-term implications of social development for children's functioning at home, in school, and in the community (Parker, Rubin, Erath, Wojslawowicz, & Buskirk, 2006;Rubin, Bukowski, & Parker, 2006). Until recently, the lack of measurement tools and articulated models of social functioning has limited our ability to address social outcomes in children with brain disorder. The development of more sensitive measures and explicit models of social functioning would help researchers and clinicians to target children with brain disorders for further study and intervention.Now is an excellent time to consider social outcomes in children with brain disorder. The emerging field of social cognitive neuroscience provides a critical perspective on the social impact of childhood brain disorder. Social neuroscience not only supplies tools needed to better understand the neural substrates and social-cognitive processes associated with social functioning, but also provides a foundation for a multilevel, integrative analysis of the social difficulties arising from neurological insults (Brothers, 1990;Cacioppo, Berntson, Sheridan, & McClintock, 2000;Moss & Damasio, 2001;Ochsner & Lieberman, 2001;Posner, Rothbart, & Gerardi-Caulton, 2001). Although social neuroscience to date has focused primarily on adults, in part because of the inability to study the developing brain in vivo, this no longer need be the case. With contemporary neuroimaging, various elegant methods are available that can inform researchers about brain development and neuropathology in the study of social behavior in children with brain disorder (Toga & Thompson, 2005).The methods and models derived from social neuroscience will be particularly powerful when combined with those associated with the study of social competence in developmental psychology and developmental psychopathology Rubin, Bukowski, & Parker, 2006). The latter approaches reflect a development...

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“…The literature on interventions to promote psychosocial outcomes after childhood TBI is minimal (Ross, Dorris, & McMillan, 2011), but future research should foster the development of interventions to promote better social outcomes following childhood TBI (Glang, Todis, Cooley, Wells, & Voss, 1997), perhaps through adaptations of existing treatment approaches (DeRosier & Gilliom, 2007;Frankel et al, 2010). The literature on interventions to promote psychosocial outcomes after childhood TBI is minimal (Ross, Dorris, & McMillan, 2011), but future research should foster the development of interventions to promote better social outcomes following childhood TBI (Glang, Todis, Cooley, Wells, & Voss, 1997), perhaps through adaptations of existing treatment approaches (DeRosier & Gilliom, 2007;Frankel et al, 2010).…”

Section: Future Directionsmentioning

confidence: 99%

Social Outcomes in Pediatric Traumatic Brain Injury: Perspectives from Social Neuroscience and Developmental Psychology

Yeates

2013

J Int Neuropsychol Soc

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Building Social Networks for Children and Adolescents with Traumatic Brain Injury: A School-Based Intervention

Cited by 44 publications

References 0 publications

Variations in the quality of inpatient rehabilitation care to facilitate school re-entry and cognitive and communication function for children with TBI

Variations in the quality of inpatient rehabilitation care to facilitate school re-entry and cognitive and communication function for children with TBI

Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology.

Social Outcomes in Pediatric Traumatic Brain Injury: Perspectives from Social Neuroscience and Developmental Psychology

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