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Building Statewide Infrastructure for Effective Educational Services for Students With TBI: Promising Practices and Recommendations

Dettmer, Judy BSW; Ettel, Deborah PhD; Glang, Ann PhD; McAvoy, Karen PsyD

Section Editor(s): Caplan, Bruce PhD, ABPP; Bogner, Jennifer PhD, ABPP

Journal of Head Trauma Rehabilitation: May/June 2014 - Volume 29 - Issue 3 - p 224–232
doi: 10.1097/HTR.0b013e3182a1cd68
Original Articles

Objective: To identify promising practices in educational service delivery.

Methods: Consensus-building process with a multidisciplinary group of researchers, policy makers, and state Department of Education personnel.

Results: This white paper presents the group's consensus on the essential components of a statewide educational infrastructure to support students with traumatic brain injury across the spectrum of injury severity: (a) identification, screening, and assessment practices; (b) systematic communication between medical and educational systems; (c) tracking of child's progress over time; and (d) professional development for school personnel. The white paper also presents key outcomes for measuring success and provides recommendations both for policy change and for furthering research in childhood brain injury.

Brain Injury Program, Division of Vocational Rehabilitation, Colorado Department of Human Services, Denver, Colorado (Ms Dettmer); Center on Brain Injury Research and Training, University of Oregon, Eugene (Drs Ettel and Glang); Colorado Department of Education and Center for Concussion, Rocky Mountain Hospital for Children, Denver, Colorado (Dr McAvoy).

Corresponding Author: Judy Dettmer, BSWDivision of Vocational Rehabilitation, Colorado Department of Human Services, 1575 Sherman St, 4th Floor, Denver, CO 80203 (

Contributing authors: Keri Bennett, Paula Denslow, Roberta DePompei, Rose Dymacek, Brenda Eagan Brown, Gerry Gioia, Amy Horn Groenendaal, Donelle McKenna, A. Cate Miller, Regina Rodriguez, Janet Sloand, Bonnie Todis, Janet Tyler, Monica Vaccaro, Shari Wade, and the National Children's Collaborative on Brain Injury.

This paper is intended to promote the exchange of ideas among researchers and policy makers. The views expressed in it are part of ongoing research and analysis and do not necessarily reflect the position of the US Department of Education. In addition, the views expressed in this publication are solely the opinions of the authors and do not necessarily reflect the official policies of the US Department of Health and Human Services or the Health Resources and Services Administration, nor does mention of the department or agency names imply endorsement by the US government.

Supplemental digital content is available for this article. Direct URL citation appears in the printed text and is provided in the HTML and PDF versions of this article on the journal's Web site (

The authors declare no conflicts of interest.

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