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ERIC Number: EJ1149482
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1938-2243
Motor Deficits Following Pediatric Mild Traumatic Brain Injury: Implications for School Psychologists
Davis, Andrew S.; Moore, Brittney; Rice, Valerie; Decker, Scott
School Psychology Forum, v9 n3 p214-229 Fall 2015
Mild traumatic brain injury (mTBI), sometimes referred to as concussion, is one of the most common acquired neurological problems of childhood. When children return to school following mTBI, school psychologists should be actively involved in the determination of neurocognitive and functional deficits for the purpose of designing strength-based interventions in home and school settings. Simple and complex motor deficits are frequently seen in mTBI given the widespread involvement of cortical and subcortical structures in the execution of motor activities. Concerns are present, however, that school psychologists do not typically recognize these deficits or appreciate the effect these deficits can have on the developing central nervous system and the potential to negatively affect academic, social, and emotional development. This article discusses the effects of mTBI on motor systems and development as well as the implications for school psychologists in regard to assessment and intervention.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Support Staff
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Bender Visual Motor Gestalt Test; Beery Developmental Test of Visual Motor Integration; Halstead Reitan Neuropsychological Tests
Grant or Contract Numbers: N/A