Traumatic Brain Injury Curt, Travis, and Christina.
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Traumatic Brain Injury Curt, Travis, and Christina
Recognizing a TBI Definitions of Traumatic Brain Injury specify the following: 1.There is an injury to the brain caused by an external force. 2.The injury is not caused by a degenerative or congenital condition. 3.There is a diminished or altered state of consciousness. 4.Neurological or neurobehavioral dysfunction results from the injury.
Myths and Misconceptions The following statements are FALSE: The degree of impairment correlates with the force of impact. A "mild" brain injury will improve quickly. Children's brains are more adaptable and pliant, therefore more resilient to the damaging effects of a brain injury. The younger the child, the more likley they won't suffer from profound long-term effects. TBI impairments always show up right away.
Facts: In the U.S. each year, 1.4 million people sustain a TBI. 50,000 of them die 235,000 are hospitalized 1.1 million are treated and released from an emergency room The most common form of a TBI is a concussion. Two groups at highest risk: 1.Newborn-4 years 2.15-18 years
Glasglow Coma Scale Eye opening Spontaneous = 4 To speech = 3 To painful stimulation = 2 No response = 1 Verbal response Oriented to person, place, and date = 5 Converses but is disoriented = 4 Says inappropriate words = 3 Says incomprehensible sounds = 2 No response = 1 Motor response Follows commands = 6 Makes localizing movements to pain = 5 Makes withdrawal movements to pain = 4 Flexor (decorticate) posturing to pain = 3 Extensor (decerebrate) posturing to pain = 2 No response = 1 The severity of TBI according to the GCS score (within 48 h) is as follows: Severe TBI = 3-8 Moderate TBI = 9-12 Mild TBI = 13-15
MN Eligibility Criteria 1. Medical Documentation The student’s file must include: D ocumentation by a physician of a medically verified traumatic brain injury. 2. Functional Impairment The student’s file must include documentation of a functional impairment attributed to the TBI that adversely affects educational performance in at least one of the following: intellectual or cognitive academic motor communication sensory social, emotional, or behavioral functional skills or adaptive behavior
Eligibility Criteria Cont.. 3. Previously Existing Conditions Verification that the student’s impairment is not primarily the result of any previously existing conditions. Indicate that none of the following contribute to a previously existing condition: visual, hearing, or motor impairments mental retardation environmental or economic diadvantage emotional or behavioral disorders language or specific learning disabilities cultural differences
Eligibility Cont... 4. Documentation The student file must include documentation of functional impairment through at least one of the following: checklists classroom or work samples documented, systematic behavioral observations educational/medical history interviews with parent, student, & other knowledgeable individuals
Eligibility Criteria...continued! 5. Documentation The student’s file must include documentation of functional impairment based on at least one of the following: criterion referenced measures personality or projective measures sociometric measures standardized assessment measures
Leading Causes of TBI's according to CDC: Falls 28% Motor vehicle crashes 20% Being hit/colliding with an object 19% Assaults 11% Others 12%
TBIs and Sports: Multiple Mild TBI's can lead to more severe stages. Example Pierre-Marc Bouchard, Wild 1.http://www.youtube.com/watch?v=y8aO6VnZn40&feature=r elatedhttp://www.youtube.com/watch?v=y8aO6VnZn40&feature=r elated 2.http://www.youtube.com/watch?v=YE5sLZSMXyo http://www.youtube.com/watch?v=YE5sLZSMXyo With the accumulating number of head injuries in sports many are looking into the science of what goes into a hit and how damage occurs. http://www.youtube.com/watch?v=fFkWTGKNLT8&feature=f vsthttp://www.youtube.com/watch?v=fFkWTGKNLT8&feature=f vst
Regarding educational performance, a TBI may alter: cognition memory language attention reasoning abstract thinking judgment problem solving sensory or perceptual and motor disabilities psychosocial behavior physical functions information processing speech
Difficulties It is often "invisible" People with TBIs in many cases look like everyone else "If Alan were in a wheelchair or had a cast on his leg, people would understand that something happened...no one can see a broken brain."
Difficulties Cont. People often overlook those with concussions or TBI's believing they are only minor. Without knowing that the damage done is actually quite extensive its just the signs haven't shown up or are overlooked. http://www.youtube.com/watch?v=oY19-JI648Q The area effected also changes the treatment method for TBI's The level of severity also is a factor for TBI's in that each has a different treatment and is met with different cautionary techniques.
Personal Experiences/Stories Curt Travis Christina Others Group Activity- Curt
General Resources: TBIED.org Braininjuryguide.org Quizzes to help improve memory: http://www.braininjuryguide.org/quizzes/quizinstructions.html Tools and resources for educators: http://www.youtube.com/watchv=3_B1YJ9EpG0&feature=channel Early injury later in the classroom http://www.youtube.com/watch?v=LeCK_QXqcW8&feature=channel Transition to Adult Life http://www.youtube.com/watch?v=9XUUyvie6BQ&feature=channel Resources for Teachers
Sources http://www.tbirecoverycenter.org/consequences.htm http://education.state.mn.us/MDE/Learning_Support/Special_Education/Categorical_ Disability_Information/Traumatic_Brain_Injury/001752 http://education.state.mn.us/mdeprod/groups/Compliance/documents/Form/000845.pdf https://www.braintrauma.org/tbi-faqs/ http://www.pbs.org/independentlens/lossofnamelessthings/tbi.html Exceptional Learners: An Introduction to Special Education by Hallahan, Kauffman, & Pullen http://www.youtube.com/watch?v=YE5sLZSMXyo http://www.youtube.com/watch?v=y8aO6VnZn40&feature=related http://www.youtube.com/watch?v=fFkWTGKNLT8&feature=fvst