Students with Traumatic Brain Injury

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Students with Traumatic Brain Injury

• Lauren Crozier

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Definition (provided by IDEA)

• Open or closed brain injuries caused by physical
  force instead of genetics, disease, or birth
  trauma.

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Quick Facts

• More than 1 million people/year
• From that - children 0 to 14
• 2,685 deaths
• 37,000 hospitalizations and
• 435,000 emergency department visits
• About 30,000 of these injuries lead to life-long
  disabilities.
• TBIs are the leading cause of death and
  disability for children in the US

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Leading Causes
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Characteristics

• Medical/Neurological
• Sensory deficits
• Decreased motor coordination (fine and gross)
• Difficulty breathing
• Dizziness, headache, impaired balance
• Seizures
• Sleep disorders

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Characteristics Cont

• Cognitive
• Decreased memory and concentration
• Poor organizational skills
• Reasoning/Abstract thinking difficulty
• Slowed processing
• Social
• Social isolation
• Insensitivity to others feelings
• Difficulty maintaining relationships

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Characteristics Cont

• Behavioral/Emotional
• Irritability/Aggressive behavior
• Denial
• Depression
• Easily frustrated
• Guilt
• Impulsive
• Dont respond well to change

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Impact Injuries
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Brain Diagram
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Returning After Injury

• Schools are the key service providers following
  hospitalization and rehabilitation
• Traumatic Brain Injury A Guidebook for
  Educators, page 28

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Returning After an Injury

• Prepare student, staff, family, and classmates
• Student and family visit school before return
• Discuss with classmates student, parent, or
  teacher led
• Modify classroom and school

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Tips for Teachers

• Learn about childs injuries
• One-step directions
• Establish consistent routines
• Good communication with family
• Reduce distractions
• Give student extra time for work
• Let student rest as needed

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Classroom Management Strategies

• Have peers assist with student
• Allow time for processing when giving directions
• Allow student to use one notebook for all
  subjects - to help with organization
• Make sure all areas of room are accessible

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Classroom Management Strategies

• Modify exams/tests oral, untimed
• Use both fine and gross motor skills
• Provide a daily assignment log/checklist
• Group work opportunities
• Make sure to listen
• Creative Website!!!

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Sources

• Bicycle Helmet Safety Institute. (2006). Map of
  bicycle helmet laws Map of the US. Retrieved
  February 12, 2007 from http//www.helmets.org/mapo
  fus.htm
• Brain Injury Association of America. (n.d.).
  About brain injury. Retrieved February 12, 2007
  from www.biausa.org/aboutbi.htm
• Brain Injury Association of America. (n.d.).
  Which helmet for which activity? Retrieved
  February 12, 2007 from http//www.biausa.org/word.
  files.to.pdf/good.pdfs/which_helmet_for_which_acti
  vity.pdf
• National Center for Injury Prevention and
  Control. (2006). Retrieved February 12, 2007 from
  http//www.cdc.gov/ncipc/tbi/TBI.htm
• National Dissemination Center for Children with
  Disabilities. (2006). Traumatic brain injury.
  Retrieved February 12, 2007 from
  http//www.nichcy.org/pubs/factshe/fs18txt.htm
• National Dissemination Center for Children with
  Disabilities. (n.d.). Zigawhat! Retrieved
  February 12, 2007 from http//www.nichcy.org/kids/
  index.htm
• National Institute on Deafness and Other
  Communication Disorders. (2006). Traumatic brain
  injury Cognitive and communication disorders.
  Retrieved February 12, 2007 from
  http//www.nidcd.nih.gov/health/voice/tbrain.htm
• New York State Education Department. (1995).
  Traumatic brain injury A guidebook for
  educators. Retrieved February 12, 2007 from
  http//www.vesid.nysed.gov/specialed/tbi/guidebook
  .htm
• Pierangelo, R., Giuliani, G. (2001). What every
  teacher should know about students with special
  needs Promoting success in the classroom.
  Champaign, IL Research Press.