Traumatic Brain Injury Brittany Burnette Candice Holmes

What is TBI? A sudden injury to the brain caused by physical force hitting the head or piercing the skull Can be mild, moderate or severe Results in total or partial disability

Causes of TBI Falls Motor Vehicle accidents Physical Abuse (Shaken baby syndrome) or Assaults Sport related injuries (Boys are twice likely to sustain a TBI than girls) Birth to 4yrs old and 15 to 19yrs old and higher risk to sustain a TBI Students with lower SES higher risk African Americans have higher risk of fatality rate from a TBI

Characteristics Characteristics can appear across multiple domains: medical, sensory motor, cognitive, and social personality Depending on the severity of the injury characteristics vary. Problems in understanding language Complications in speaking Anxiety Difficulty sequencing Loss of understanding the BIG Pictures Reduced thinking speed Confusion Reduced Attention and concentration I am not sure if you want to add another page with this information (it goes with the first sentence I added) But you do not have to add if you don’t want Medical: seizures, headaches, dizziness, weakness, fatigue Sensory Motor: problems with coordination, balance, speech, sensation, hearing, vision Cognitive: impaired reasoning and memory, difficulty finding words, lack of safety awareness, distractibility, difficulty adjusting to change Social Personality: agitation, anxiety, aggression, depression, emotional instability, substance abuse, poor judgment and insight

Problems for students who have TBI Misdiagnosed Fall behind in grade level Behavior Problems Reintegration into schools Hospital-to-School Transition Services 21% of youths with TBI Informal Services 41% of youth with TBI Behavioral problems increase At school re-entry, most children with severe TBI can perform at or near their prior academic levels because they retain their pre-injury knowledge and skills (Hibbard et al., 2001; Walker & Wicks, 2005).

Instructional Strategies Direct Instruction Deadline Extensions Break Task into Smaller Assignments Flexible Programming Quiet Environment Low Student-Teacher Ratio Positive Reinforcement Intervention begin early and across settings Explanation of Rules, Rewards, and Consequences Short, Concise Instructions Verbal Feedback

Accommodations and Modifications More time to finish classwork/homework and test Written directions/schedule Give examples and model for students Constant routines Diminish any distractions Be patient Modify workload Environmental modifications Flexible and Creative when meeting students’ needs Monitor interventions over time

Case Study Examples Jimmy: A Case Study

Assistive Technology Programs Devices for Memory and Organization Calendar Boards Schedule Organizers Specialized watches Devices to Access Information Speech Recognition Screen Reading Software

Parent and Teacher Organizations Brain Injury Association www.biausa.org Brain Injury Association of GA http://www.braininjurygeorgia.org/ National Resource Center for Traumatic Brain Injury www.neuro.pmr.vcu.edu

Resources http://www.biausa.org/living-with-brain-injury.htm http://ese.dadeschools.net/tbi/2classroom.html http://nichcy.org/disability/specific/tbi#help http://www.oasas.ny.gov/tbi/stats.cfm http://www.eric.ed.gov/PDFS/EJ890585.pdf http://web.ebscohost.com.proxygsu-gwin.galileo.usg.edu/ehost/pdfviewer/pdfviewer?sid=84e4f4eb-980d-410e-971e-2d55155ce444%40sessionmgr13&vid=2&hid=18 http://web.ebscohost.com.proxygsu-gwin.galileo.usg.edu/ehost/pdfviewer/pdfviewer?sid=0722022d-de51-46a9-b8e2-2422ad59d7fb%40sessionmgr15&vid=2&hid=18 The last two are my resources I used.