Validated instructional practices: application to students with traumatic brain injury.
OBJECTIVE
There is a lack of empirical evidence of effectiveness for instructional interventions for children with traumatic brain injury (TBI). This article addresses this issue by providing an in-depth examination of instructional methodologies validated with other populations of students (with and without disability) and their potential for teaching children with TBI.


METHODS
Literature review.


CONCLUSIONS
Two instructional approaches--Direct Instruction and cognitive strategy intervention--have significant evidence supporting their use with many populations of children, with and without disabilities, and address many of the common needs and learning characteristics of students with TBI, thus showing particular promise for these students. Given the efficacy of these 2 approaches with students with similar learning and behavioral characteristics, the authors recommend establishing and funding a systematic research agenda to test their effectiveness with students with TBI.
Glang
Ann
A
The Teaching Research Institute, Western Oregon University, 99 West 10th Ave, Suite 370, Eugene, OR 97401, USA. glanga@wou.edu
Ylvisaker
Mark
M
Stein
Marcy
M
Ehlhardt
Laurie
L
Todis
Bonnie
B
Tyler
Janet
J
D000293:Adolescent; D001930:Brain Injuries / Q000150:complications / Q000534:rehabilitation*; D002648:Child; D003072:Cognition Disorders / Q000209:etiology / Q000628:therapy*; D004519:Education, Special / Q000379:methods*; D006801:Humans; D013334:Students