Children’s and teachers’ perspectives on adjustments needed in school settings after acquired brain injury

References

• Anderson V, Catroppa C, Dudgeon P, et al. Understanding predictors of functional recovery and outcome 30 months following early childhood head injury. Neuropsychology. 2006;20:42–57.
   PubMed Web of Science ®Google Scholar
• Anderson V, Brown S. Long-term outcome from childhood traumatic brain injury: intellectual ability, personality, and quality of life. Neuropsychology. 2011;25:176–184.
   PubMed Web of Science ®Google Scholar
• Catroppa C, Anderson V, Morse S, et al. Outcome and predictors of functional recovery 5 years following pediatric traumatic brain injury (TBI). J Pediatric Psychol. 2008;37:707–718.
   Web of Science ®Google Scholar
• Catroppa C, Anderson V. Recovery of educational skills following paediatric traumatic brain injury. Pediatr Rehabil. 1999;3:167–175.
   PubMedGoogle Scholar
• Souza LMN, Braga L, Filho GN, et al. Quality of life: child and parent perspectives following severe traumatic brain injury. Dev Neurorehabil. 2007;10:35–47.
   PubMedGoogle Scholar
• Taylor H, Wade S, Stancin T, et al. A prospective study of short-and long-term outcomes after traumatic brain injury in children: behavior and achievement. Neuropsychology. 2002;16:15–27.
   PubMed Web of Science ®Google Scholar
• Yeates K, Taylor H. Behavior problems in school and their educational correlates among children with traumatic brain injury. Exceptionality. 2006;14:141–154.
   Google Scholar
• deKloet A, Gijzen R, Braga L, et al. Determinants of participation of youth with acquired brain injury: A systematic review. Brain Inj. 2015;29:1135–1145.
   PubMed Web of Science ®Google Scholar
• Bedell GM, Dumas HM. Social participation of children and youth with acquired brain injuries discharged from inpatient rehabilitation: a follow-up study. Brain Inj. 2004;18:65–82.
   PubMed Web of Science ®Google Scholar
• Bedell GM. Developing a follow-up survey focused on participation of children and youth with acquired brain injuries after discharge from inpatient rehabilitation. NeuroRehabilitation. 2004;19:191–205.
   PubMed Web of Science ®Google Scholar
• Galvin J, Froude EH, McAleer J. Children’s participation in home, school and community life after acquired brain injury. Aust Occup Ther J. 2010;57:118–126.
   PubMed Web of Science ®Google Scholar
• Anderson V, Catroppa C, Morse S, et al. Indentifying factors contributing to child and familiy outcome at 30 months following traumatic bain injury in children. J Neurol-Neurosurg Psychiatry. 2005;76:401–408.
   PubMed Web of Science ®Google Scholar
• Savage RC, Pearson S, McDonald H, et al. After hospital: Working with schools and families to support the long term needs of children with brain injuries. NeuroRehabilitation. 2001;16:49–58.
   PubMed Web of Science ®Google Scholar
• Walker S, Wicks B. Educating children with acquired brain injury. New York: David Fulton Publishers; 2005.
   Google Scholar
• Sharp NL, Bye RA, Llewellyn GM, et al. Fitting back in: adolescents returning to school after severe acquired brain injury. Disabil & Rehabil. 2006;28:767–778.
   PubMed Web of Science ®Google Scholar
• Hemmingsson H, Egilson S, Hoffmann T, et al. In: Marotzki U, Mentrup C, Weber P. editors. Das school setting interview SSI Version 3.0. Idstein: Schulz-Kirchner Verlag; 2012.
   Google Scholar
• Hemmingsson H, Borell L. The development of an assessment of adjustment needs in the school setting for use with physically disabled students. Scand J Occup Ther. 1996; 3:156–162.
   PubMedGoogle Scholar
• Ylvisaker M, Todis B, Glang A, et al. Educating students with TBI: themes and recommendations. J Head Trauma Rehabil. 2001;16:76–93.
   PubMed Web of Science ®Google Scholar
• Bedell GM, Cohn ES, Dumas HM. Exploring parents' use of strategies to promote social participation of school-age children with acquired brain injuries. Am J Occup Ther. 2005;;59:273–284.
   PubMed Web of Science ®Google Scholar
• Rodset M. Adolescents with traumatic brain injury and their school situation: a qualitative study. Scand J Disabil Res. 2008;10:90–103.
   Google Scholar
• The Children’s Trust for Children with brain injury Brain Injury Hub. Practical Strategies for the Classroom. Tadworth, UK: The Children’s Trust Charity Registration 288018; 2014.
   Google Scholar
• Miller K. The Re-Entry of Traumatically Brain Injured Students into Rural School Systems. Ontario: Ontario Brain injury association; 2011.
   Google Scholar
• Braga L, DaPaz A, Ylvisaker M. Direct clinical delivered versus indirect familiy-supported rehabilitation of children with traumatic bain injury: a randomized controlled trial. Brain Inj. 2005;19:819–831.
   PubMed Web of Science ®Google Scholar
• Dise-Lewis JE, Lewis H, Reichardt CS. BrainSTARS: pilot data on a team-based intervention program for students who have experienced acquired brain injury. J Head Trauma Rehabil. 2009;24:166–177.
   PubMed Web of Science ®Google Scholar
• Denslow P, Doster J, King K, et al. Project BRAIN: working together to improve educational outcomes for students with traumatic brain injury. Perspect Neurophysiol Neurogenic Speech Lang Disord. 2012;22:106–118.
   Google Scholar
• Ocampo S, Colantonio A, Dawson D. Outcomes after head injury: level of agreement between subjects and their informants. Occup Ther Int. 1997;4:161–177.
   Google Scholar
• Tepper S, Beatty P, DeJong G. Outcomes in traumatic brain injury: self-report versus report of significant others . Brain Inj. 1996;10:575–581.
   PubMed Web of Science ®Google Scholar
• Hulley S, Cummings S, Browner W, et al. Designing clinical research. 3rd ed. Philadelphia: Lippincott Williams & Wilkins; 2007.
   Google Scholar
• Egilson S, Hemmingsson H. School participation fo pupils with physical and psychosocial limitations: a comparison. Br J Occup Ther. 2009;72.
   Web of Science ®Google Scholar
• Hemmingsson H, Egilson S, Lidström H, et al. School Setting Interview (SSI) version 3.1. Stockholm FSA; sförlagsservice; 2014.
   Google Scholar
• Hemmingsson H, Kottorp A, Bernspang B. Validity of the school setting interview: an assessment of the student-environment fit. Scand J Occup Ther. 2004;11:171–178.
   Google Scholar
• Krähenbühl S, Blades M. The effect of interviewing techniques on young children's responses to questions. Child Care Health Dev. 2005;32:321–331.
   Web of Science ®Google Scholar
• Kiegelmann M. Sprachentwicklungspsychologische Voraussetzungen von Kindern und Jugendlichen und deren Konsequenzen für die Kompetenzen von Befragenden. In: Walther E, Preckel F, Mecklenbräuker S, editors. Befragung Von Kindern Und Jugendlichen Grundlagen, Methoden Und Anwendungsfelder. Göttingen: Hogrefe Verlag GmbH; 2010. p. 33–43.
   Google Scholar
• Brown AL. Knowing when, where and how to remember: a problem of metacognition. In: Glaser R, editor. Advances in Instructional Psychology: Hilsdale, NJ: Erlbaum; 1978. p. 77–165.
   Google Scholar
• Boylan AM, Linden M, Alderdice F. Interviewing children with Acquired Brain Injury (ABI). J Early Child Res. 2009;7.
   Google Scholar
• IBMCorp. IBM SPSS Statistics for Windows. 19.0 ed. Armonk, NY: IBM Corp; 2010.
   Google Scholar
• Universität Zürich UZH. Methodenberatung. Zürich; [cited 2015 07.12.]. Available from: http://www.methodenberatung.uzh.ch/datenanalyse.html.
   Google Scholar
• Viguier D, Dellatolas G, Gasquet I, et al. A psychological assessment of adolescent and young adult inpatients after traumatic brain injury. Brain Inj. 2001;15:263–271.
   PubMed Web of Science ®Google Scholar
• Santos M, Castro-Caldas A, De S. Spontaneous complaints of long-term traumatic brain injured subjects and their close relatives. Brain Inj. 1998;12:759–767.
   PubMed Web of Science ®Google Scholar
• Hemmingsson H, Björk Olafsdottir L, Egilson S. Agreements and disagreements between children and their parents in health related assessments. Disabil Rehabil. 2016; early one-line.
   PubMed Web of Science ®Google Scholar
• Kramer T, Phillips S, Hargis M, et al. Disagreement between parent and adolescent reports of functional impairment. J Child Psychol Psychiatry. 2004;45:248–259.
   PubMed Web of Science ®Google Scholar
• White-Koenig M, Arnaud C, Dickinson H, et al. Determinants of child-parent agreement in quality-of life reports: a European Study of children with cerebral palsy. Pediatrics. 2007;120:804–814.
   Web of Science ®Google Scholar
• Vroland-Nordstrand K, Krumlinde-Sundholm L. The Perceived Efficacy and Goal Setting System (PEGS), Part II: evaluation of test-restest reliability and differences between child and parental reports in the Swedish version. Scand J OccupTher. 2012;19:506–514.
   PubMed Web of Science ®Google Scholar
• Missunia C, Pollock N, Law M, et al. Examination of the Perceived Efficacy and Goal Setting System (PEGS) with children with disabilities, their parents, and teachers. Am J Occup Ther. 2006;60:204–214.
   PubMed Web of Science ®Google Scholar
• IPBIS, International paediatric brain injury society; 2013; [cited 2015 07.12.]. Available from: http://www.ipbis.org/.
   Google Scholar