Work Type
Poster
Abstract
Background & Population
Early childhood is a time of rapid brain development. This stage lays the foundation for future growth. As children refine motor skills and explore, they are naturally prone to falls. Several factors increase their vulnerability to concussions: a larger head-to-body ratio, a thin and pliable developing skull, and weak neck muscles (Beauchamp et al., 2024; Graham et al., 2014). Evidence shows brain injury in early childhood affects language, executive function, socialemotional development, and cognition (Haarbauer-Krupa et al., 2019; Salley et al., 2020; Séguin et al., 2022).
Problem: Gaps in Identification
A substantial gap in the identification and treatment of early childhood concussions results from the lack of developmentally appropriate assessment tools for children from birth to seven years old.
Existing assessment tools are:
- Designed for children older than 8 years of age
- Dependent on self-report and ability to verbally express symptoms
Due to young children’s limited verbal and interoceptive abilities, this assessment mechanism is not appropriate for early childhood concussions. Furthermore, the behavioral and nonverbal manifestations of symptoms overlap with typical developmental behaviors unique to the early childhood population and are not represented in currently available concussion assessments (McKinlay et al., 2014; Santana et al., 2025).
Publication Date
5-12-2026
Citation Information
Harvey, Zoie, "Bridging the Gap: Creation of a Developmentally Appropriate Concussion Assessment for Children 0-7 Years Old" (2026). Student Works Occupational Therapy Capstones. 3.
https://digitalcommons.dmu.edu/stu_ot/3
