General Principles of Children’s Brain Damage

Abstract

Trauma is the primary cause of mortality in childhood, accounting for half of all deaths (Fenichel, 1988, p. 260). It is the most common neurologic condition resulting in hospitalization of children under 19 years of age (Hynd & Willis, 1988, p. 257). This chapter will discuss childhood TBI, and its effect on the ability to function in areas such as education, employment, and social relationships. In addition to all of the dysfunctions of the various systems, there are special developmental considerations.

It is a misconception that there is generally complete and quick recovery, except in the most severe cases, and that existing special education and developmental disabilities programs adequately serve those who need long-term services (Ylvisaker, 1989). I have observed that impairment after TBI is often not recognized in school or the medical office: children often do not receive medical follow- up; careful and appropriate neuropsychological studies are rare; in general, professionals in the school system are not appropriately trained to rehabilitate or recognize the brain-injured child; and, there may be a reluctance to “stigmatize” a child as brain damaged if this condition is assessed. For information concerning related areas, such as learning disability and attentional deficit disorders, see Begali (1987, Introduction) and Hynd, Connor, and Nieves (1988) for an overview.