Qualitative KReview
QUANTITATIVE ARTICLE REVIEW
Context-Sensitive Positive Behavior Supports for Young Children with Traumatic Brain Injury:
A Second Replication Study
EDUC 518
February 7, 2014 SUMMARY
Traumatic brain injury or TBI as it is sometimes called is the injury of the brain that is caused by a powerful force outside of the body. Traumatic brain injury is a leading cause of death and disability in childhood (Kraus, 1995). As a result of TBI, many young children/students display negative behaviors ranging from aggression and rage to depression and withdrawal from peers and other adults. Aggression has been found to be the most prevalent problem behavior of children who receive a TBI during early childhood. Research shows that children who obtain traumatic brain injuries at an early age are more likely to development more challenging behaviors compared to children who might be injured at a later age of development. The purpose of this study was to replicate a previous study that was used to investigate the effects of multicomponent cognitive-behavioral intervention on students with behavioral problems due to traumatic brain injury. The study combined cognitive, behavioral and executive functions along with communication intervention. The hypothesis of the research was that a multicomponent (CBEF) or cognitive behavioral executive function intervention would aid in lowering the amount and frequency of problem behaviors while increasing the academic achievement of the two participants. An additional component of the hypothesis was that the teachers involved would find the interventions both easy to implement as well as useful in improving student interactions.
The two participants of the study were both male and 6 year old first grade students. Participants Ben and Joe were both under 5 years of age when they were involved in separate automobile accidents that left them with bilateral frontal brain injuries. Ben had lived with both parents and siblings
Context-Sensitive Positive Behavior Supports for Young Children with Traumatic Brain Injury:
A Second Replication Study
EDUC 518
February 7, 2014 SUMMARY
Traumatic brain injury or TBI as it is sometimes called is the injury of the brain that is caused by a powerful force outside of the body. Traumatic brain injury is a leading cause of death and disability in childhood (Kraus, 1995). As a result of TBI, many young children/students display negative behaviors ranging from aggression and rage to depression and withdrawal from peers and other adults. Aggression has been found to be the most prevalent problem behavior of children who receive a TBI during early childhood. Research shows that children who obtain traumatic brain injuries at an early age are more likely to development more challenging behaviors compared to children who might be injured at a later age of development. The purpose of this study was to replicate a previous study that was used to investigate the effects of multicomponent cognitive-behavioral intervention on students with behavioral problems due to traumatic brain injury. The study combined cognitive, behavioral and executive functions along with communication intervention. The hypothesis of the research was that a multicomponent (CBEF) or cognitive behavioral executive function intervention would aid in lowering the amount and frequency of problem behaviors while increasing the academic achievement of the two participants. An additional component of the hypothesis was that the teachers involved would find the interventions both easy to implement as well as useful in improving student interactions.
The two participants of the study were both male and 6 year old first grade students. Participants Ben and Joe were both under 5 years of age when they were involved in separate automobile accidents that left them with bilateral frontal brain injuries. Ben had lived with both parents and siblings
References: Feeney, T. J., Ylvisaker, M. (2008). Context-sensitive cognitive-behavioral supports for young children with TBI: A second replication study. Journal Of Positive Behavior Interventions, 10(2), 115-128. Retrieved from http://search.proquest.com.ezproxy.liberty.edu:2048/docview/218788731/abstract?accountid=12085 Kraus, J. F. (1995). Epidemiological features of brain injury in children: Occurrence, children at risk, causes and manner of injury, severity, and outcomes. In S. H. Broman & M. E. Michel (Eds.), Traumatic head injury in children (pp. 22-39). New York: Oxford University Press.