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The Importance of Identifying Children With Brain Injury in Schools: Speech-Language Pathologists as Crucial Partners.

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Title: The Importance of Identifying Children With Brain Injury in Schools: Speech-Language Pathologists as Crucial Partners.
Authors: Riccardi, Jessica S.1 jessica.riccardi@maine.edu, D'Angelo, Elisabeth2,3, Hagen, Erika B.4, Pei, Yalian5, Ciccia, Angela6, Haarbauer-Krupa, Juliet7, O'Brien, Katy H.8, Lundine, Jennifer P.4,9
Source: American Journal of Speech-Language Pathology. Jun2025, Vol. 34, p1839-1842. 4p.
Subject Terms: *Schools, *Needs assessment, *Health education, *Children, Cognition disorders treatment, Treatment of communicative disorders, Cognition disorders in children, Brain injuries, Communicative disorders in children, Social support, Disease complications
Abstract: Purpose: The purpose of this article is to describe the importance of and strategies to identify traumatic brain injury (TBI) and associated cognitive-communication disorders (CCDs) in children, a priority identified by the attendees at the Fourth International Cognitive-Communication Disorders Conference. Childhood TBI is associated with a range of difficulties, including CCDs, that can adversely impact functioning and participation into adulthood. Identifying a history of TBI in children in schools is the crucial first step to then monitor, assess, and pro- vide evidence-based intervention and accommodations in collaboration with families and medical and educational professionals. Conclusion: Given that CCDs are treatable, effective identification, assessment, and management of students with TBI and resulting CCDs can reduce adverse outcomes in adult survivors of childhood TBI. Speech-language pathologists must be aware of their expertise in assessing and treating CCDs in children with TBI and advocate for programmatic and policy changes to better identify and support children with TBI. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: The Importance of Identifying Children With Brain Injury in Schools: Speech-Language Pathologists as Crucial Partners.
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  Data: <searchLink fieldCode="AR" term="%22Riccardi%2C+Jessica+S%2E%22">Riccardi, Jessica S.</searchLink><relatesTo>1</relatesTo><i> jessica.riccardi@maine.edu</i><br /><searchLink fieldCode="AR" term="%22D'Angelo%2C+Elisabeth%22">D'Angelo, Elisabeth</searchLink><relatesTo>2,3</relatesTo><br /><searchLink fieldCode="AR" term="%22Hagen%2C+Erika+B%2E%22">Hagen, Erika B.</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Pei%2C+Yalian%22">Pei, Yalian</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Ciccia%2C+Angela%22">Ciccia, Angela</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Haarbauer-Krupa%2C+Juliet%22">Haarbauer-Krupa, Juliet</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22O'Brien%2C+Katy+H%2E%22">O'Brien, Katy H.</searchLink><relatesTo>8</relatesTo><br /><searchLink fieldCode="AR" term="%22Lundine%2C+Jennifer+P%2E%22">Lundine, Jennifer P.</searchLink><relatesTo>4,9</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. Jun2025, Vol. 34, p1839-1842. 4p.
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  Data: *<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Needs+assessment%22">Needs assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+education%22">Health education</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition+disorders+treatment%22">Cognition disorders treatment</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+of+communicative+disorders%22">Treatment of communicative disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition+disorders+in+children%22">Cognition disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Brain+injuries%22">Brain injuries</searchLink><br /><searchLink fieldCode="DE" term="%22Communicative+disorders+in+children%22">Communicative disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Disease+complications%22">Disease complications</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Purpose: The purpose of this article is to describe the importance of and strategies to identify traumatic brain injury (TBI) and associated cognitive-communication disorders (CCDs) in children, a priority identified by the attendees at the Fourth International Cognitive-Communication Disorders Conference. Childhood TBI is associated with a range of difficulties, including CCDs, that can adversely impact functioning and participation into adulthood. Identifying a history of TBI in children in schools is the crucial first step to then monitor, assess, and pro- vide evidence-based intervention and accommodations in collaboration with families and medical and educational professionals. Conclusion: Given that CCDs are treatable, effective identification, assessment, and management of students with TBI and resulting CCDs can reduce adverse outcomes in adult survivors of childhood TBI. Speech-language pathologists must be aware of their expertise in assessing and treating CCDs in children with TBI and advocate for programmatic and policy changes to better identify and support children with TBI. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186264119
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      – Type: doi
        Value: 10.1044/2024_AJSLP-24-00107
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      – Code: eng
        Text: English
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        PageCount: 4
        StartPage: 1839
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      – SubjectFull: Schools
        Type: general
      – SubjectFull: Needs assessment
        Type: general
      – SubjectFull: Health education
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Cognition disorders treatment
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      – SubjectFull: Treatment of communicative disorders
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      – SubjectFull: Cognition disorders in children
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      – SubjectFull: Brain injuries
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      – SubjectFull: Communicative disorders in children
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      – SubjectFull: Social support
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      – SubjectFull: Disease complications
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              M: 06
              Text: Jun2025
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              Y: 2025
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