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Tracing Developmental Recovery From Early Brain Injury

Stephen J. Bagnato received his EdD from the Pennsylvania state University. He is a developmental school psychologist and assistant professor of child psychiatry at the Pennsylvania state University college of medicine. His current research interests are in the areas of multidimensional assessment of young severely impaired children, traumatic infant brain injury, and the use of adaptive toys in early intervention.

John T. Neisworth

John T. Neisworth received his PhD from the University of Pittsburgh. He is director of the Early Childhood Special Education program at The Pennsylvania State University. His Current research interests are in the areas of training issues in early childhood special education, traumatic infant brain injury, and a behavioral approach to treating developmental disorders.

The incidence of acquired infant brain injury is increasing, creating new challenges for assessment and treatment. Unfortunately, little information exists to guide professionals in their efforts to evaluate and speed the recovery of brain-injured youngsters. Our study is a preliminary investigation intended to describe the patterns or trends in the developmental and behavioral recovery of brain-injured infants and preschoolers over a 3-month multidisciplinary rehabilitation program. A multisource, multidimensional assessment battery was employed to track progress during treatment of 12 infants and preschoolers. Progress is reported in terms of developmental quotients, neurodevelopmental and neurobehavioral skills, and rhythmic behavior patterns. Discussion focuses on the utility of selected assessment devices for tracking recovery in order to guide and evaluate treatment.

Remedial and Special Education, Vol. 7, No. 5, 31-36 (1986)
DOI: 10.1177/074193258600700507


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