Abstract
Successful educational reintegration for students with traumatic brain injury CTBI) is predicated on a carefully designed assessment. School psychologists, because of their training and school-based roles, are central persons in conducting assessments of students with TBI. The unique characteristics of this population, however, necessitate the modification of traditional school psychologic assessment techniques. In this article, five characteristics of optimal assessments for students with TBI are discussed. Such assessments should be (1) consistent with special education eligibility, (2) neuropsychologically based, (3) multidisdplinary, (4) ecologic, and (5) periodic and ongoing
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
