Patterns of developmental and behavioral progress for young brain‐injured children during interdisciplinary intervention

Abstract

Pediatric hospital rehabilitation teams and community‐based early intervention programs confront the increasing demand to treat infants and preschoolers suffering both acquired and congenital brain injuries. However, few outcome studies are available to provide clear and practical guidance to their efforts. Specialists require more complete knowledge of the problems and the possibilities for these young handicapped children. Needed research can establish norms for progress and recovery, which can be used to evaluate individual gains, to provide prognoses, and to monitor interdisciplinary treatment impact. Our preliminary research traced comparative patterns of developmental and behavioral progress during intervention for infants and preschoolers suffering acquired and congenital brain injuries. In addition, this study documented treatment impact for both brain injury groups. Results demonstrated the existence of very similar overall progress and recovery patterns within both groups. An intensive interdisiplinary treatment approach proved to be responsible for facilitating developmental and behavioral gains beyond levels expected due to maturation. Practical implications of these results for early intervention teams are detailed.