The Impact of a Parent's Traumatic Brain Injury on a Child: What Research Suggests and Ways Speech-Language Pathologists Can Help

Presenter Course Action
Presenter: jennifer ostergren
Jennifer Ostergren
The Impact of a Parent's Traumatic Brain Injury on a Child: What Research Suggests and Ways Speech-Language Pathologists Can Help
CEUs/Hours Offered: ASHA/0.1 Introductory, Professional; CASLPA/1.0
Text Course: #4158 · Duration: 1 hour
This text-based course reviews research from a variety of fields pertaining to the ways a parent's traumatic brain injury (TBI) can affect a child's environment, behavior, emotions, and realtionships. It includes suggestions for how Speech-Language Pathologists can involve the child in the rehabilitation process and provide education about TBI and its effects, and provides information about referring children to other professionals when appropriate.
Sign Up For Professional or StudentUnion   to get the whole article and handouts.
Sign Up For Professional or StudentUnion to get the whole article and handouts.
Print  

 

The Brain Injury Association of America (2007) estimates that someone in the United States sustains a traumatic brain injury (TBI) every 23 seconds. While many less severe injuries go undiagnosed and untreated, 17% of those injured suffer serious brain trauma that results in a loss of consciousness, neurological deficits, and long-term disability (Senelick & Dougherty, 2001). According to the National Center for Injury Prevention and Control (2006), there are more than 5.3 million people living in the United Sates who require long-term or lifelong help due to a TBI.

Although both young adults and the elderly are at high risk of sustaining TBIs (Urbach & Culbert, 1991), it is a major cause of disability in Americans younger than age 35 (Duffy, 2005). In fact, TBI has become the most common neurological condition among people under the age of 50 (Butera-Prinzi & Perlesz, 2004).

Considerable research has been done on the well-being of those who sustain brain injuries and their primary caregivers, yet professionals know relatively little about the impact of parental brain injuries on children (Butera-Prinzi & Perlesz, 2004; Urbach & Culbert, 1991). Considering the frequency of TBI, particularly within the population most likely to be raising children (25-50), a large number of children will grow up with parents who have sustained a TBI (Urbach & Culbert, 1991). Furthermore, with the current status of wars in Iraq and Afghanistan, many more children are likely to face parents with brain injuries returning from military conflict.

Research indicates that TBI can cause permanent changes in both the individual that sustains the TBI and his or her entire family system (Gan & Schuller, 2002; Kreutzer et al., 2009). Rolland (1999) describes the difficulty of the situation for family members of the injured patient:

The family and each member face the formidable challenge of focusing simultaneously on the present and the future, on mastering the practical and emotional tasks of the immediate situation while charting a course for dealing with the complexities and uncertainties of their problem in an unknown future (p. 249).

Hence, a TBI disrupts the entire family unit and affects each member of the family in profound ways (Dausch & Saliman, 2009; Gan & Schuller, 2002; Tyerman & Booth, 2001). When a parent sustains a TBI, a "ripple effect" occurs (Gan & Schuller, 2002). As family members interact with each other and affect the general family environment, one family member's difficulties can result in challenges for everyone in the family system (Boschen et al., 2007; Kreutzer et al., 2009).

Long-term distress in family members of people with TBI has been well-documented in the literature (Boschen et al., 2007; Gan & Schuller, 2002; Kreutzer et al., 2007; Perlesz, Kinsella, & Crowe, 1999; Ponsford & Schonberger, 2010; Tyerman & Booth, 2001; Winstanley, Simpson, Tate, & Myles, 2006). In fact, some research (Brooks, 1991) indicates that family members are often more distressed than their loved one with a TBI.

Various factors influence the level of distress experienced by family members of people with TBI. In general, individuals with more severe behavioral and cognitive changes after a TBI have higher levels of unhealthy family functioning after a TBI (Anderson, Parmenter, & Mok, 2002). Residual deficits, such as the level of community participation after a TBI, rather than the initial severity of TBI, are also importantly associated with distress in family members (Winstanley et al., 2006). Personal characteristics, coping strategies, individual perceptions of the situation, and the social networks of family members are all factors that influence each family member's level of distress (Blake, 2008). Interestingly, the amount of time elapsed since injury does not significantly affect the level of distress displayed by family members (Gan & Schuller, 2002; Gervasio & Kreutzer, 1997), with some research indicating that family burden and reduced family functioning persists as long as 15 years post-injury (Thomsen, 1984).

This page is not available, because you are not logged in to your Professional or StudentUnion account.

The rest of this article is not available, because you are not logged in to your Professional or StudentUnion account.

Sign Up For Professional or StudentUnion to get the whole article and handouts.

This page is not available, because you are not logged in to your Professional or StudentUnion account.

This page is not available, because you are not logged in to your Professional or StudentUnion account.

This page is not available, because you are not logged in to your Professional or StudentUnion account.

This page is not available, because you are not logged in to your Professional or StudentUnion account.

This page is not available, because you are not logged in to your Professional or StudentUnion account.

This page is not available, because you are not logged in to your Professional or StudentUnion account.

This page is not available, because you are not logged in to your Professional or StudentUnion account.

This page is not available, because you are not logged in to your Professional or StudentUnion account.

This page is not available, because you are not logged in to your Professional or StudentUnion account.

This page is not available, because you are not logged in to your Professional or StudentUnion account.


Sign Up For Professional or StudentUnion   to get the whole article and handouts.
Jennifer Ostergren
jennifer ostergren
Katherine B. Garcia
katherine b garcia
Graduate Student
graduate student
Katherine Garcia
katherine garcia
Katherine Garcia
katherine garcia
Categories: , , ,

Related Classes

Presenter Course Action
Presenter: michelle garcia winner
Michelle Garcia Winner
Rocket Science or Witchcraft: Can we choose different treatments for kids with the same diagnosis?
CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0
Text Course: #4202 · Duration: 1 hour
Social Thinking-Social Communication Profile will be briefly presented to help explain how our students have different "social radar" abilities. These differing social abilities result in our students requiring different types of social lessons, even if they have the same diagnostic label. Treatment choices will be explained for the different functioning levels reviewed.
Presenter: jennifer taps
Jennifer Taps
Innovations for Addressing Single Sound Articulation Errors in School Settings
CEUs/Hours Offered: ASHA/0.2 Intermediate, Professional; CASLPA/2.0
Recorded Course: #3094 · Duration: 2 hours
This session presents an innovative approach for addressing the needs of children with articulation differences in the public school setting. San Diego Unified School District shifted its services to a general education service delivery model for these students. District-wide resources and procedures are described. The session features evidence-based intervention practices and videos to demonstrate these principles. Three years of project data illustrate the efficacy of this short-term, intensive approach, which strives to remediate a single sound in 20 hours or fewer. The session concludes with a discussion of future implications and best practices in the schools.
Presenter: lisa b thomas
Lisa B. Thomas

Joseph C. Stemple
Voice Therapy Orientations: Putting Evidence into Practice
CEUs/Hours Offered: ASHA/0.2 Intermediate, Professional; CASLPA/2.0
Recorded Course: #2854 · Duration: 2 hours
A variety of voice therapy approaches exist, making selection of the most effective methods challenging. ASHA strongly supports evidence-based practice. This course examines current evidence behind the most popular voice therapy techniques. Therapy protocols supported by the evidence will be reviewed.
Presenter: jennifer ostergren
Jennifer Ostergren

Megan Elizabeth Carey

Jerica O. Montgomery
Assistive Technology for Individuals with Traumatic Brain Injury: Current technologies and available evidence
CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0
Recorded Course: #5197 · Duration: 1 hour
This course will discuss the use of technology for individuals with traumatic brain injury (TBI), including: 1) an overview of current technologies, 2) recommendations for assessment of technology, 3) a review of available evidence in the application of assistive technology (AT) for this purpose, and 4) a discussion of a recent survey specific to speech-language pathologist and the use of technology for individuals with neurologic cognitive and/or communicative disorders.
Presenter: nancy helm estabrooks
Nancy Helm-Estabrooks
Clinical Uses of the Cognitive Linguistic Quick Test
CEUs/Hours Offered: ASHA/0.1 Intermediate, Professional; CASLPA/1.0
Recorded Course: #3991 · Duration: 1 hour
During this one-hour on-line course, Dr. Nancy Helm-Estabrooks will discuss clinical uses of the Cognitive Linguistic Quick Test (CLQT). The lecture will be divided into two major areas for discussion of CLQT applications: the CLQT as an assessment/diagnostic instrument, and the CLQT as a tool for forming treatment decisions. Among the clinical populations addressed will be those with right and left hemisphere strokes, traumatic brain injury, Alzheimer's and Parkinson's disease, and mild cognitive impairment. Both research and clinical evidence that support the utility of the CLQT will be reviewed.