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"Jantz, Paul B"
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Working with traumatic brain injury in schools : transition, assessment, and intervention
\"Every day, children and adolescents worldwide return to the educational setting having sustained a traumatic brain injury (TBI). The possible negative consequences of TBI range from mild to severe and include neurological, cognitive, emotional, social, and behavioral difficulties. Within the school setting, the negative effects of TBI tend to persist or worsen over time, often resulting in academic and social difficulties that require formal and informal educational assistance and support. School psychologists and other educational professionals are well-positioned to help ensure students with TBI receive this assistance and support. Working with Traumatic Brain Injury in Schools is a comprehensive practitioner-oriented guide to effective school-based services for students who have experienced a TBI. It is primarily written for school-based professionals who have limited or no neurological or neuropsychological training; however, it contains educational information that is useful to professionals with extensive knowledge in neurology and/or neuropsychology. This book is also written for parents and guardians of students with TBI because of their integral role in the transition, school-based assessment, and school-based intervention processes. Chapter topics include: basic brain anatomy and physiology; head injury and severity level classifications; biomechanics of injury; injury recovery and rehabilitation; neurological, cognitive, emotional, behavioral, social, and academic consequences; understanding community-based assessment findings; a framework for school-based assessment (TBI-SNNAP); school-based psychoeducational report writing, and school-based interventions; monitoring pharmacological interventions; and prevention. An accompanying website includes handouts, sample reports, and training templates to assist professionals in recognizing and responding to students with TBI\"-- Provided by publisher.
Book
A Practical Approach to Incorporating Quantitative Neuroimaging Findings into Pediatric Neuropsychological Test Interpretation
To date, neuropsychological assessments have not capitalized on the enormous strides made in brain imaging during the twenty-first century. Fully incorporating advanced neuroimaging methods with clinical neuropsychological assessment data has great potential to enhance the understanding of neuropsychiatric and neurological sequalae in children with brain injury and disease. Using commonly available MRI sequences, readily available in any clinical setting, this article demonstrates a practical approach for deriving and incorporating quantitative image analyses of brain pathology with neuropsychological outcome.
Journal Article
Moving it Forward: a Twenty-First Century Approach to Pediatric Neuropsychological Evaluation and the Importance of Integrating Neuroimaging Findings
In the twenty-first century, advanced magnetic resonance imaging (MRI) techniques used in conjunction with a clinical radiological report and quantitative neuroimaging analysis software are changing the way in which neuroimaging findings of traumatic brain injury (TBI) can be integrated into a neuropsychological evaluation. This case study of a child who sustained a severe TBI illustrates how pediatric neuropsychologists can incorporate MRI and quantitative MRI analysis findings into their neuropsychological evaluations of children with TBI. It also shows how this multidimensional, technological approach enhances the neuropsychological understanding of how parenchymal damage from TBI relates to neurobehavioral and neurocognitive outcome in children. Lastly, this case study demonstrates how interpreting neuroimaging findings in a neuropsychological report is most highly relevant in terms of understanding how quantitative analyses can establish pathology in neurocognitive and/or neuroemotional neural networks of the brain.
Journal Article
Moving it Forward: a Twenty-First Century Approach to Pediatric Neuropsychological Evaluation and the Importance of Integrating Neuroimaging Findings
In the twenty-first century, advanced magnetic resonance imaging (MRI) techniques used in conjunction with a clinical radiological report and quantitative neuroimaging analysis software are changing the way in which neuroimaging findings of traumatic brain injury (TBI) can be integrated into a neuropsychological evaluation. This case study of a child who sustained a severe TBI illustrates how pediatric neuropsychologists can incorporate MRI and quantitative MRI analysis findings into their neuropsychological evaluations of children with TBI. It also shows how this multidimensional, technological approach enhances the neuropsychological understanding of how parenchymal damage from TBI relates to neurobehavioral and neurocognitive outcome in children. Lastly, this case study demonstrates how interpreting neuroimaging findings in a neuropsychological report is most highly relevant in terms of understanding how quantitative analyses can establish pathology in neurocognitive and/or neuroemotional neural networks of the brain.
Journal Article
Mindfulness, Self-Control, Implicit Bias, Race, Threat Perception Failure, and the Accidental Use of Deadly Force Against Off-Duty Police Officers
This study explores the impact of mindfulness, self-control, race, and implicit bias on threat perception failure-based shootings against ununiformed officers in a training simulation. A sample of 79 students were recruited to participate in a law enforcement active shooter training simulation. Participants completed a mindfulness non-reactivity measure, the Grasmick Self-control Scale, and a Weapons Implicit Attitudes tasks (IAT). Then, participants assumed the role of a police officer in a training scenario designed to provoke wrongful deadly force. After hearing gunshots, participants in this scenario were confronted with either a Black or White male portraying an off-duty police officer holding a badge and pointing a gun at another role player lying on the ground. The mindfulness non-reactivity scale significantly predicted not shooting the off-duty officer in the combined race analysis and the White officer only analysis. Implicit bias only predicted shooting the Black officer when mindfulness non-reactivity was included as a covariate. Race moderated the correlation between self-control and the decision to shoot. Implications and future directions are discussed.
Journal Article
Traumatic Brain Injury and Grief: Considerations and Practical Strategies for School Psychologists
Traumatic brain injury (TBI) can result in a range of social, emotional, neurological, cognitive, and behavioral outcomes. If these outcomes are significant, family members and the individual who has sustained the TBI may struggle with accepting the effects of these deficits. They may grieve over disrupted family relationships, roles, and routines which can become a factor within the school setting. School psychologists are in a unique position to provide appropriate, short-term, school-based, TBI-related psychological grief counseling and support services designed to assist affected children in adjusting and succeeding in the school setting post-TBI. This paper will discuss evidenced-based strategies adapted from allied disciplines (e.g., education, medicine) that can enhance school psychologists’ ability to effectively address grief associated with TBI. Specifically, interventions designed to address the unique factors associated with ambiguous loss will be discussed.
Journal Article
Integrating Neuropsychology and School Psychology: Potential and Pitfalls
The neurological basis of learning disabilities (LD), and other handicapping conditions commonly found in school-age children, makes the integration of neuropsychology and school psychology plausible. However, there has been longstanding debate over the required level of education, training, supervision, and credentialing needed for the practice of neuropsychology in the school and attempts at integration have thus far been controversial. Although the competent practice of school psychology requires some familiarity with neuropsychology foundations, terminology, techniques, and contributions to the understanding of disorders of childhood and adolescence, training guidelines are lacking. The demarcation between psychoeducational and neuropsychological techniques has become increasingly blurred; neuropsychology is already practiced in schools without consensus regarding training and credentialing. This paper briefly traces the history of neuropsychology in the schools from the early 1980s to the present, describing both the potential and the pitfalls for the integration of clinical child neuropsychology and school psychology, including implications for training.
Journal Article
Concurrent Validity between Teacher Efficacy and Perceptions of Response to Intervention Outcomes
This study examined concurrent validity between the Teacher Efficacy Beliefs and Behaviors Scale-TEBBS (Nunn, 1998) with the Indicators of RtI Effectiveness Scale-IRES (Nunn, 1999). A total of 429, K-12 educators participating in a statewide RtI initiative were respondents. Pearson Product-Moment correlations indicated significant relationships between TEBBS scales of Instructional Methods Efficacy (IME), Motivational Methods Efficacy (MME) and External Control Efficacy (ECE) with IRES scales of Effectiveness of Interventions (EI), Satisfaction with RtI Results (SRR), Collaborative Teaming and Intervention (CTI), and Data-Based Decision-Making (DBDM). Discussion of prior research and heuristic value of this research is provided. (Contains 1 table.)
Journal Article
The School Psychologist as Concussion Team Leader
Some of the most crucial components of concussion recovery are determining when a student incurs an injury, when to return the student to school, in what capacity the student returns, and what adjustments are needed in the process. It is important for school professionals to understand the signs and symptoms of a concussion so they may apply academic accommodations which align with the student's symptom profile. Effective concussion management seeks to enhance recovery while returning the student to full classroom activities as soon as they are able. Concussion symptoms can affect student learning, engagement, and academic achievement (Ransom et al., 2015). For example, cognitive symptoms like slowed processing can affect a student's ability to learn new information, engage in class activities, and perform well on assignments. Physical symptoms like headaches can affect a student's ability to concentrate in class. Students may experience emotional symptoms such as irritability, anxiety, and sadness. Concussed students may suffer from disturbed sleep, which may contribute to excessive daytime sleepiness and impact their ability to stay alert and engaged in the classroom. Furthermore, although most concussion symptoms resolve within 7-10 days, some students may have symptoms which persist for weeks to months (Eisenberg, Meehan, & Mannix, 2014). In summary, the symptoms of a concussion (e.g., headache, slowed processing, irritability, fatigue, sensitivity to light and noise) may negatively impact student participation and achievement in the learning environment (Ransom et al., 2015). The goal of concussion response and management is to mitigate symptom intensity and duration while facilitating recovery. This article discusses the importance of identifying when a student injury occurs and how to assemble an effective school-based concussion team.
Journal Article
