Purpose The purpose of this study was to explore and describe the features of Individualized Education Plans (IEPs) for a cohort of students with traumatic brain injury (TBI) to help elucidate current special education practices for students with TBI. Method We obtained permission from administrators of a local school district of 41,000 students in a Midwestern state to review de-identified IEP records of students verified with TBI. We examined demographic information (i.e., cause and age at time of injury), IEP services and intensity, IEP goal categories, and previous verification status. Results Descriptive results support that intervention services were more intense for students with TBI with greater lengths of time postinjury. Target behaviors within goals were more often related to math and reading than to the cognitive processes that govern these skills, such as attention, memory, and executive functioning. Finally, more than a third of our sample had been verified with a disability and were receiving special education services via an IEP prior to their TBI. Conclusions This work represents an important first step in understanding the special education services for students with TBI. Future research should explore interventions that are ecologically valid for school-based settings and are developed to address the idiosyncratic deficits of students with TBI, particularly interventions that focus on the underlying cognitive processes experienced by these students.

中文翻译：

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描述颅脑外伤学生的个性化教育计划的组成。

目的本研究的目的是探讨和描述针对脑外伤（TBI）的学生群体的个性化教育计划（IEP）的功能，以帮助阐明当前针对TBI的学生的特殊教育实践。方法我们获得了中西部州41,000名学生的当地学区的管理员的许可，以审查经过TBI验证的学生的身份不明的IEP记录。我们检查了人口统计信息（即受伤时的病因和年龄），IEP服务和强度，IEP目标类别以及以前的验证状态。结果描述性结果表明，对于TBI学生而言，在伤后时间较长的情况下，干预服务更为密集。目标内的目标行为通常与数学和阅读有关，而不是与控制这些技能的认知过程有关，例如注意力，记忆力和执行功能。最终，我们的样本中有三分之一以上已通过残疾验证，并在TBI之前通过IEP获得特殊教育服务。结论这项工作是理解TBI学生特殊教育服务的重要第一步。未来的研究应探索在学校环境下对生态有效的干预措施，这些干预措施应致力于解决TBI学生的特质缺陷，尤其是针对这些学生所经历的潜在认知过程的干预措施。在我们的样本中，有超过三分之一的人经过了残疾检查，并在TBI之前通过IEP接受了特殊教育服务。结论这项工作是理解TBI学生特殊教育服务的重要第一步。未来的研究应探索在学校环境下对生态有效的干预措施，这些干预措施应致力于解决TBI学生的特质缺陷，尤其是针对这些学生所经历的潜在认知过程的干预措施。在我们的样本中，有超过三分之一的人经过了残疾检查，并在TBI之前通过IEP接受了特殊教育服务。结论这项工作是理解TBI学生特殊教育服务的重要第一步。未来的研究应探索在学校环境下对生态有效的干预措施，这些干预措施应致力于解决TBI学生的特质缺陷，尤其是针对这些学生所经历的潜在认知过程的干预措施。