ABSTRACT
Children and adolescents sustain traumatic brain injuries (TBI) of many types and severities. The challenges of returning to home, school, and community are reported to be some of the least organized and poorly supported experiences for the child or adolescent and his or her family. DePompei believes that the continuum of care is insufficient to explain the concepts surrounding the injury and reintegration to community. Classroom behaviors often reflect problems the student is experiencing with the abovementioned cognitive-communicative processes. Singer and Bashir discussed the concept that language, executive functioning, and self-regulation are interrelated and emphasized that employing metacognition for academic success is critical. Cognitive-communicative problems can be directly related to problems with curricular-based knowledge and skills areas. An integrated approach to treatment assumes that the student is assessed and interventions are provided in an ongoing manner. Language and social pragmatic skills of the student with TBI are often compromised after the injury.
