Pediatric traumatic brain injury: understanding parent perceptions of their child and school-based supports and services
| dc.contributor.author | Terry, Erin, author | |
| dc.contributor.author | Sample, Pat L., advisor | |
| dc.contributor.author | Greene, David, committee member | |
| dc.contributor.author | Daunhauer, Lisa, committee member | |
| dc.date.accessioned | 2007-01-03T05:57:02Z | |
| dc.date.available | 2014-09-30T05:57:00Z | |
| dc.date.issued | 2013 | |
| dc.description.abstract | TBI affects hundreds of thousands of children each year, having a profound impact on multiple areas of functioning including cognition, social interaction, learning, and behavior, and thereby directly influencing their school performance. Despite its high incidence and potentially severe consequences, TBI-related disability among children often goes unrecognized for what it is by caregivers, educators, and physicians. In this study, we focused on the qualitative data obtained in the parent-report Brain Check Survey related to students with identified TBI employing a phenomenological approach. Data from fifty-one parent completed BCS tools were analyzed to gain an understanding of parent perceptions of their child with TBI, including the child's TBI-related behaviors and symptoms; and the parents' perceptions of the child's school-based supports and services in relation to their TBI-related learning needs. Data analysis yielded four major themes that represented the qualitative content provided by parents on the BCS, namely parent response types, knowledge, services, and emerging topics. Parent experience varied depending on perceived supports and barriers, highlighting the need to include parents as a frequent and permanent participant in the preparation for and development of their child's educational plan. A key recommendation is that schools assist parents of children with TBI in gaining skills in advocacy and knowledge of educational entitlements as early as possible once their child is identified in the school as having a TBI. Parents need to be empowered early on to find their voice as advocates, helping to ensure that their child is able to participate and perform in his/her student learner role as effectively as possible. | |
| dc.format.medium | born digital | |
| dc.format.medium | masters theses | |
| dc.identifier | Terry_colostate_0053N_11820.pdf | |
| dc.identifier | ETDF2013500272OCCT | |
| dc.identifier.uri | http://hdl.handle.net/10217/80333 | |
| dc.language | English | |
| dc.language.iso | eng | |
| dc.publisher | Colorado State University. Libraries | |
| dc.relation.ispartof | 2000-2019 | |
| dc.rights | Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. | |
| dc.subject | parent challenges | |
| dc.subject | school-based services/supports | |
| dc.subject | pediatric traumatic brain injury | |
| dc.subject | parent perceptions | |
| dc.subject | parent advocacy | |
| dc.title | Pediatric traumatic brain injury: understanding parent perceptions of their child and school-based supports and services | |
| dc.type | Text | |
| dcterms.embargo.expires | 2014-09-30 | |
| dcterms.embargo.terms | 2014-09-30 | |
| dcterms.rights.dpla | This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). | |
| thesis.degree.discipline | Occupational Therapy | |
| thesis.degree.grantor | Colorado State University | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Science (M.S.) |
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