Traumatic brain injury[2]

TRAUMATIC BRAIN INJURY

Karen Pinkston

&

Amber Underwood

Traumatic Brain injury is damage to the brain as a result of an injury.

Definition

•The estimated rate of occurrence is 618 per 100,000.

•A few common causes are sports injuries, vehicle accidents, falls, violence, or construction.

Rates

CHARACTERISTICS

Behavioral characteristics could include:

memory deficits

confusion

cognitive processing issues

frustration

loss of impulse control

chemical imbalance in brain that may causes mood changes

PHYSICAL CHARACTERISTICS

Physical Characteristics all depend on the severity of the injury.

They could include anything from vomiting, nausea, problems with motor coordination, headaches, difficulty awakening, slurred speech, blurred or loss of vision, pupil dilation, fatigue, convulsions, or even death.

EDUCATIONAL NEEDS

•Early intervention to help with difficulty in memory.

•Extra time to process the information because of their short attention span.

•Identification of skills, knowledge, and capabilities.

•Help with educational skills.

•Realistic goals.

•Guidance in problem solving.

EDUCATIONAL NEEDS CONT.

•Material should be presented orally or with more pictures.

•The child needs to be allowed to respond in various ways, such as pointing or verbally.

•They should be allowed resting opportunities.

•They need adaptations and flexibility in leaving the classroom.

ORGANIZATIONS

National Association of

State Head Injury

Administration

Brain Injury Association

Brain Trauma Association

Brain Injury Association of

America

RESOURCES

•Traumatic Brain Injury: A guidebook for Educators(1995) Reprinted 2002

•Description: TBI Educational Network: A Representative Network

•Betty Clooney Foundationwww.bcftbi.org/resouces

•Center for Nuero Skillswww.nueroskills.com

RESOURCES FOR THE PARENT

•Brain Injury Resource Center

www.headinjury.com/families

•Family Caregiver Alliance

www.caregiver.org

•www.headinjury.com/families

WAYS TO HELP IN THE CLASSROOM

•Children should be allowed to sit in the front of

the class to avoid distractions.

•Color-code material for each class on an index

card

•Supply needed breaks, including nurses office to

rest

•They should be allowed more time to complete

work. It may take two or three times more to

process than before injury.

BIBLIOGRAPHY

•www.mayoclinic.com/health/traumatic_brain_injury

• www.biomedcentral.com

•www.emsc.nysed.gov/specialed/tbc

•www.braininjury.com

•http://speech-language-pathology-audiology.advanceweb.com/Article/Classroom-strategies-Help-Students-with-TBI