Abstract
Professionals in rehabilitation and school settings have long been aware of the inadequacies in the continuum of care to meet the social and educational needs of children and adolescents with acquired brain injury. Sohlberg, Todis, and Glang, in separate bodies of work, have contributed to our understanding of the cognitive and social problems associated with brain injury and the implications for rehabilitation. In their lead article of this clinical forum they describe their current efforts to develop a framework to guide professionals, families, and the brain-injured students in establishing an integrated intervention plan.
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