title: A systematic review of pediatric cognitive rehabilitation in the elementary and middle school systems.
abstract: BACKGROUND
  Cognitive Rehabilitation Therapy (CRT) is efficacious in remediating cognitive deficits, and has been demonstrated to be effective in a school setting.
  
  
  OBJECTIVE
  The purpose of this paper is to review the literature on pediatric CRT as it relates to successful re-integration of TBI survivors into the school system and community.
  
  
  METHODS
  This systematic review of the literature suggests that social re-integration strategies which incorporate problem-solving, reasoning, self-awareness, and positive social skills within a developmental framework are the most effective techniques for Pediatric CRT.
  
  
  RESULTS
  Children and adolescents with cognitive impairments benefit from a holistic approach to rehabilitation which incorporates developmental, social, and emotional considerations, as well as, cognitive rehabilitation techniques.
  
  
  CONCLUSIONS
  This systematic review identifies several avenues for effective therapeutic interventions for school aged TBI survivors. Many are supported by laboratory based efficacy studies. Future research should investigate optimal ages for particular treatments, as well as, the effectiveness of treatments across different social settings.
authors.forename: Dorothy R
authors.initials: DR
authors.lastname: Shaw
mesh_terms: D000293:Adolescent; D001930:Brain Injuries / Q000150:complications / Q000534:rehabilitation*; D002648:Child; D003071:Cognition; D003072:Cognition Disorders / Q000209:etiology / Q000534:rehabilitation*; D006801:Humans; D012574:Schools; D016896:Treatment Outcome
keywords: Pediatric; cognitive rehabilitation; elementary school; middle school; systematic review