Neuropsychological Assessment for Math Intervention: A Single-Case of a Student with TBI.

摘要

Any type of injury to the brain poses unique and complex challenges that require effective interventions that optimize the health and developmental outcomes for children. The purpose of this study is to understand the relationship between planning and math computation through neuropsychological assessment and intervention with a single-case involving a student with a history of a mild TBI. This study utilized an archival data set to determine the effectiveness of a modified school-based cognitive strategy instruction, also known as planning facilitation, to increase the accuracy of single-digit multiplication problem-solving in an elementary school student diagnosed with mild TBI. In addition, this study examined the effectiveness of combining a visual cuing technique with cognitive strategy instruction. Results suggest the student evidenced a significantly greater increase in accuracy of single-digit multiplication problems pre to post intervention and when the intervention was withdrawn. Even though performance dropped when intervention was withdrawn, the student still demonstrated a significantly greater increase in accuracy as compared to preintervention. The results of this study show positive outcomes of how a student with TBI responds to using a modified planning facilitation intervention to solve single-digit multiplication problems.