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This paper explores standard considerations of accommodations for paediatric acquired brain injury (ABI) survivors as illustrated through an intensive case study. Specifically, we explore methods by which school systems can enhance a middle school student’s learning environment after losing 30 points in his intellectual functioning (IQ) following a rare coma recovery. For the purpose of this paper, coma is defined as a period following neurological injury or illness during which an individual does not open his/her eyes and does not have sleep–wake cycles. This case emphasises the use of current behavioural evidence-based treatments in young ABI patients. Multiple comparisons are especially beneficial in delineating the strength of intervention modalities and specific challenges unique to this population. Current data are of particular interest because measures of both pre- and post-morbid functioning are available, because of earlier school testing for a pre-existing learning disability. Finally, implications for prognosis and treatment of young ABI patients are discussed.


This is the peer reviewed version of the following article: Jurescka, D., Hamilton, E., & McConnell, C.E. (2011). Educational implications following idiopathic encephalopathy and prolonged coma. Journal of Research in Special Education Needs, 11(3), 186-194., which has been published in final form here. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.