The school psychologistʼs perspective on testing students with traumatic brain injury

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