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首页> 外文期刊>Seminars in speech and language >Overcoming Knowledge Barriers for Inclusion of School-Based Speech-Language Pathologists in the Management of Students with Mild Traumatic Brain Injury
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Overcoming Knowledge Barriers for Inclusion of School-Based Speech-Language Pathologists in the Management of Students with Mild Traumatic Brain Injury

机译：克服基于学校的语言病理学家的知识障碍在患有轻度创伤性脑损伤的学生管理中

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摘要

School-based speech-language pathologists (SLPs) can play an important role in the recovery of children who have sustained a mild traumatic brain injury (mTBI). Two types of knowledge barriers are described here that impact the beliefs and ability of SLPs to respond to the needs of these students. Foundational knowledge is relatively stable over time, and encompasses basic definitions and understanding of the injury. In contrast, flexible knowledge addresses clinical management, including assessment and treatment, and should be regularly updated to align with current best practice recommendations. Clinicians are sensitive to this difference, seeking clinically applicable continuing education. However, general poor understanding of pediatric mTBI paired with rapidly advancing research in the field has led to widespread inaccuracies in both foundational and flexible knowledge. Suggestions are provided for educational initiatives and for advocacy of the role of SLPs in the care of students with mTBI.
机译：基于学校的语言病理学家（SLP）可以在持续温和创伤性脑损伤（MTBI）的儿童中发挥重要作用。这里描述了两种类型的知识障碍，影响SLP对这些学生的需求的信念和能力影响。基本知识随着时间的推移相对稳定，并包括对伤害的基本定义和理解。相比之下，灵活的知识解决了临床管理，包括评估和治疗，并应定期更新，以与当前的最佳实践建议保持一致。临床医生对这种差异敏感，寻求临床上适用的继续教育。然而，与迅速推进在该领域的迅速推进的研究中，对小儿MTBI的一般理解导致了基础和灵活知识的广泛不准确。建议是为教育倡议提供的，并倡导SLPS在患有MTBI学生的照顾中的作用。

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