Hux K, Marquardt J, Skinner S, Bond V
University of Nebraska-Lincoln 68583-0738, USA.
Brain Inj. 1999 Jun;13(6):447-55. doi: 10.1080/026990599121494.
The purpose of this study was to determine the frequency and type of special education services provided to youths who had sustained one or more traumatic brain injuries (TBIs) according to parental report but who did not have verified TBIs according to school records. A parental questionnaire formulated for a related research project served as the basis for data collection. Results indicated the most common special education verification categories both for students with and without reported TBIs were speech-language impairment and specific learning disability. Approximately 29% of children with reported TBIs received special education services--a percentage not differing significantly from students without TBIs. However, students with TBIs whose parents reported long-term consequences were significantly more likely to receive special education services than students with TBIs whose parents did not report long-term consequence or students without TBIs. A chi-square analysis using the number of students whose reported TBIs occurred before versus after special education evaluations revealed no significant difference in the types of services received. However, those evaluated for special education services after sustaining TBIs were more than two times as likely to receive services for behavioural disorders than those evaluated prior to sustaining TBIs.
本研究的目的是根据家长报告确定为遭受过一次或多次创伤性脑损伤（TBI）的青少年提供的特殊教育服务的频率和类型，这些青少年根据学校记录未确诊为TBI。为一个相关研究项目制定的家长问卷作为数据收集的基础。结果表明，无论是否报告有TBI，学生最常见的特殊教育核实类别都是言语语言障碍和特定学习障碍。报告有TBI的儿童中约29%接受了特殊教育服务，这一比例与未报告有TBI的学生没有显著差异。然而，家长报告有长期后果的TBI学生比家长未报告有长期后果的TBI学生或未报告有TBI的学生更有可能接受特殊教育服务。使用报告的TBI发生在特殊教育评估之前和之后的学生人数进行的卡方分析显示，所接受服务的类型没有显著差异。然而，在遭受TBI后接受特殊教育服务评估的学生比在遭受TBI之前接受评估的学生接受行为障碍服务的可能性高出两倍多。
