RESUMO
Efforts to establish a minimal data set for the period of community integration after traumatic brain injury (TBI) have been the focus of a working group of leading researchers, clinicians and advocates attending the Galveston Brain Injury Symposium in 2001 and 2002. The purpose of the data set is to increase the consistency and interpretability of TBI research and programme evaluation by providing a common set of measures to document key aspects of community integration. It is intended to be sensitive to intervention, comprehensive, reflect satisfaction and outcome and promote future treatment/therapy. In deciding on the components of a minimal data set, the tri-partite model of outcomes was adopted (initially employed in psychotherapy, adapted to TBI) which focuses on the needs of the individual, society and the health provider. Scales are recommended for the respective components of the model.
Assuntos
Lesões Encefálicas/reabilitação , Escala de Gravidade do Ferimento , Fatores Etários , Lesões Encefálicas/psicologia , Coleta de Dados , Humanos , Relações Interpessoais , Satisfação do Paciente , Qualidade de Vida , Reabilitação/métodos , Ajustamento SocialAssuntos
Lesões Encefálicas/complicações , Transtornos da Linguagem/etiologia , Distúrbios da Fala/etiologia , Adolescente , Lesões Encefálicas/diagnóstico , Criança , Pré-Escolar , Feminino , Humanos , Escala de Gravidade do Ferimento , Transtornos da Linguagem/reabilitação , Masculino , Prognóstico , Medição de Risco , Distúrbios da Fala/reabilitaçãoRESUMO
OBJECTIVE: To assess aspects of social information processing in naturalistic conversations, using online videotape tasks. DESIGN AND PARTICIPANTS: The tasks were administered to 60 normally developing (ND) subjects ages 13 to 21, and 10 adolescents with traumatic brain injury (TBI). SETTING: University. MAIN OUTCOME MEASURE: Task accuracy scores and measures of reliability and validity. RESULTS AND CONCLUSIONS: ND group scores were generally high, without significant differences by race, sex or age. TBI group scores were significantly lower than ND group scores for both emotion recognition and detection of conversation skills. The results are discussed in light of the evaluation of pragmatic competence in adolescents with TBI.
Assuntos
Lesões Encefálicas/diagnóstico , Relações Interpessoais , Doenças do Sistema Nervoso/fisiopatologia , Comportamento Social , Adolescente , Distribuição por Idade , Lesões Encefálicas/complicações , Estudos de Casos e Controles , Estudos de Coortes , Comunicação , Feminino , Humanos , Escala de Gravidade do Ferimento , Masculino , Doenças do Sistema Nervoso/epidemiologia , Doenças do Sistema Nervoso/etiologia , Probabilidade , Prognóstico , Valores de Referência , Reprodutibilidade dos Testes , Distribuição por Sexo , Ajustamento Social , Análise e Desempenho de TarefasRESUMO
OBJECTIVE: The Traumatic Brain Injury Collaborative Planning Group was formed in December 1992 to address service gaps and better use agencies and their programs to meet the specialized needs of individuals with traumatic brain injury (TBI). SETTING: The group meetings served as the interagency link between service providers for comprehensive planning and problem solving. OUTCOME MEASURES: This article focuses on the three main tasks of this group: (1) interagency case planning among participating agencies; (2) provision of training and networking opportunities for service providers working with this population; (3) development of creative funding mechanisms for community education and support services to assist individuals to live and work in the community. METHODS: The methods used to organize the collaborative, direct it toward the three main tasks, and maintain it without any agency funding are outlined. RESULTS: Data collected about the 21 persons served in the past 3 years is provided, and protocol forms are shared. CONCLUSION: This model of collaboration throughout a countywide area has been used as a basis for similar development in several other states.
Assuntos
Lesões Encefálicas/terapia , Administração de Caso/organização & administração , Planejamento em Saúde Comunitária/organização & administração , Participação da Comunidade , Assistência Integral à Saúde/organização & administração , Comportamento Cooperativo , Relações Interinstitucionais , Avaliação das Necessidades/organização & administração , Adolescente , Adulto , Criança , Protocolos Clínicos , Continuidade da Assistência ao Paciente/organização & administração , Acessibilidade aos Serviços de Saúde , Humanos , Pessoa de Meia-Idade , Modelos Organizacionais , Ohio , Objetivos OrganizacionaisRESUMO
Ten educational consultants and researchers, each with extensive experience working with children with traumatic brain injury (TBI) in school settings, identified seven themes related to serving this population in public schools. These themes are discussed under the headings (1) incidence of TBI and prevalence of persistent educational disability, (2) diversity and central tendencies within the population, (3) assessment, (4) intervention and support in school settings, (5) training and support for educators, (6) intervention and support for families, and (7) systems change and flexibility. For each theme, a set of recommendations is provided, forming an educational research and policy agenda for pediatric TBI.
Assuntos
Lesões Encefálicas/complicações , Crianças com Deficiência/educação , Educação Inclusiva/métodos , Deficiências da Aprendizagem/etiologia , Deficiências da Aprendizagem/reabilitação , Avaliação das Necessidades/organização & administração , Adolescente , Lesões Encefálicas/epidemiologia , Criança , Família/psicologia , Política de Saúde , Humanos , Incidência , Inclusão Escolar , Prevalência , Instituições Acadêmicas/organização & administração , Apoio Social , Estados Unidos/epidemiologiaRESUMO
This proactive approach to assessment and intervention focuses both on looking ahead to determine problems the student with TBI is likely to encounter as a result of cognitive-communicative impairments, and on developing solutions to those problems. Intervention places the family and other important people in the student's life at the center of the treatment process. Family members, teachers, peers, and coworkers can be incorporated into the intervention program. Strategies and techniques can be implemented within the home, school, community, and work setting. To do so, professionals must be committed to working closely with others to develop collaborative relationships.
