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9 - Neuropsychological rehabilitation in children with traumatic brain injuries

Published online by Cambridge University Press:  14 May 2010

By
Ingrid van't Hooft
Edited by
Vicki Anderson  and
Keith Owen Yeates
Vicki Anderson
Affiliation:
University of Melbourne
Keith Owen Yeates
Affiliation:
Ohio State University
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Summary

It is of importance to underline that traumatic brain injuries (TBI) in children affects cognitive, social, behavioral, and emotional functioning. Each of these domains interacts with the other, and need to be considered simultaneously within the field of neuropsychological rehabilitation (Sohlberg & Mateer, 2001). The goals of neuropsychological rehabilitation are to promote recovery and to work with the injured child and his/her family to compensate for residual deficits, to understand and treat cognitive, social, and behavioral impairments, to recognize the role of these impairments in functional disabilities, and to monitor and support the family in managing their child's needs. Working with the emotional reactions to frustration and loss is another integral part of effective treatment (Prigatano, 1999; Wilson, 2003; Ylvisaker, 1998; Ylvisaker & Feeney, 2002). Parents play a key role in the rehabilitation process and education for parents is essential in the rehabilitation program (Braga, 2000).

Plasticity versus vulnerability in brain development

Traumatic injury to the developing brain is distinct from adult traumatic brain injury in many ways. One major difference is that the developing brain is more plastic, often considered as an advantage with regard to recovery of function. However, children who suffer TBI are well known to develop chronic cognitive and behavioral disturbances (Taylor & Alden, 1997). Plasticity may be defined as a both structural and functional process (Dennis, 2000).

Type
Chapter
Information
Pediatric Traumatic Brain Injury
New Frontiers in Clinical and Translational Research
 , pp. 169 - 178
Publisher: Cambridge University Press
Print publication year: 2010

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