CBIRT

Center on Brain Injury
Research and Training

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TBI in Children Under 5

Children under the age of five are most likely to receive TBI from falls (e.g., falling out of windows or down stairs), abuse (e.g., shaken baby), or motor vehicle collisions.  The effects of TBI in young children may not be identified until later, due to the development of the child and learning expectations for older children.  This makes keeping track of the TBI important over time.  Likewise, among other challenges, the effects of TBI in young children often impact the child’s ability to socialize and use social judgment at older ages. 

After a TBI

  • Long term follow-up is important. Challenges requiring intervention may emerge later on.
  • Young children injured as a result of abuse may have greater ongoing challenges than students injured in accidents.
  • The more severe the injury, the greater the likelihood of long-term difficulties, especially in areas of language, memory, executive functioning, motor development, and social interaction.
  • Because the injury happened to a developing brain, the effects are often broad and may emerge as the child grows.

What Helps with Recovery and Learning?

  • Identify the child for support (e.g., special education services) as early as possible.
  • Focus on a developmental approach using evidence-based interventions.
  • Build a strong partnership with the family that includes ongoing communication and a problem-solving approach.
  • Be ready to assist with ideas for supportive environments.
  • Help parents develop a problem-solving strategy to use at home and consistent routines for home and school.
  • Help parents find supports for adjusting to the child’s needs and their own loss.
  • Train everyone who works with the child about TBI.
  • Provide ongoing support for staff that focuses on problem solving, including:
    • Creating routines for the student.
    • Preventing behavior problems by altering the environment, giving the child scripts, and teaching the child routines and ways to make needs known appropriately.
  • Expect the child’s needs to be dynamic.
  • Plan for ongoing assessment and review of progress. This will help maintain effective programming and interventions that meet the changing needs of the student.
"Anderson, V., Morse, S. Catroppa, C., Haritou, F., & Rosenfeld, J. (2004). Thirty month outcome from early childhood head injury: A prospective analysis of neurobehavioral recovery. Brain, 127, 2608–2620.
Duhaime, A., Alario, A., Lewander, W. Schut L., & Sutton, L. (1992). Head injury in very young children: Mechanisms, injury types, ophthalmologic findings in 100 hospitalized patients younger than 2 years of age. Pediatrics, 90, 179–185.
Wetherington, C., Hooper S. (2006). Preschool Traumatic Brain Injury: A review for the early childhood special educator. Exceptionality, 14 (3), 155–170."

Adapted from:

Anderson, V., Morse, S. Catroppa, C., Haritou, F., & Rosenfeld, J. (2004). Thirty month outcome from early childhood head injury: A prospective analysis of neurobehavioral recovery. Brain, 127, 2608–2620.

Duhaime, A., Alario, A., Lewander, W. Schut L., & Sutton, L. (1992). Head injury in very young children: Mechanisms, injury types, ophthalmologic findings in 100 hospitalized patients younger than 2 years of age. Pediatrics, 90, 179–185.

Wetherington, C., Hooper S. (2006). Preschool Traumatic Brain Injury: A review for the early childhood special educator. Exceptionality, 14 (3), 155–170.

 

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