Misconceptions About Traumatic Brain Injury: A Survey of Endorsements by North Carolina School Psychologists and Impact of a State‐Wide Training Program

ABSTRACT This study surveyed school psychologists' misconceptions about traumatic brain injury (TBI) and their perceived competency working with students affected by TBI. A state‐wide curriculum devoted to TBI also was examined with respect to its impact on the rates of myths and misconceptions. A sample of 145 school psychologists in North Carolina (NC) participated in the survey which assessed 27 common misconceptions about TBI. Compared to a similar survey in 2006, the current sample showed improvement on four items. However, high rates of endorsement of misconceptions (over 30%) were still identified on ten items related to recovery, amnesia, and the complex consequences of pediatric TBI. School psychologists who completed the state's TBI‐specific professional development program and those with more years of work experience endorsed fewer misconceptions. Education level, personal exposure to TBI, and number of TBI cases handled had little effect on rates of endorsement of misconceptions. Perceived adequacy of training to serve students with TBI increased significantly as well (57% compared to 16% in 2006). School psychologists who completed TBI‐specific professional development or had greater exposure to TBI cases rated their TBI training as sufficient. This study supports the effectiveness of the NC TBI training program and emphasizes the ongoing need for graduate and postgraduate training on TBI for practicing school psychologists in an effort to improve school psychologists' knowledge of pediatric TBI.