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Page 1: Understanding Students with Traumatic Brain Injury

Understanding Students Understanding Students with Traumatic Brain with Traumatic Brain InjuryInjuryED 222 Spring 2011

Page 2: Understanding Students with Traumatic Brain Injury

Defining Traumatic Brain Defining Traumatic Brain InjuryInjury• Traumatic brain injury (TBI) is an

acquired injury caused by external physical force

• Two types of TBI:–Closed head injury–Open head injury

• Does not include congenital, infections, degenerative, or birth trauma

• http://www.youtube.com/watch?v=AmAML1-F2LE&feature=related

Page 3: Understanding Students with Traumatic Brain Injury

Prevalence of TBIPrevalence of TBI• In fall 2006, 23,967 students (0.4% of

students 6-21 in special education)• Other prevalence data indicate the effects

to TBI– 1.1 million Emergency department visits each

year– 235,000 hospitalizations– 50,000 deaths–Males are approximately 1.5 times as likely to

sustain a TBI as a females–Highest risk groups: birth to four years of age

and 15-19 years of age– 10% are severe, 10% moderate and 80% mild

Page 4: Understanding Students with Traumatic Brain Injury

CharacteristicsCharacteristics• Characteristics will vary according

to:–Site and extent of injury–Length of time student was in a coma–Student’s maturational stage at the

time of injury• Possible changes due to TBI:–Physical–Cognitive–Linguistic–Behavioral, emotional, and social

Page 5: Understanding Students with Traumatic Brain Injury

Phineas GagePhineas Gagehttp://www.youtube.com/watch?v

=X4fGlny5cPg

Page 6: Understanding Students with Traumatic Brain Injury

Determining the CausesDetermining the CausesAccidents

◦Most are motor vehicle◦Falls◦Assaults

Firearm (2/3 are suicide attempts) Child abuse

Shaken-baby syndrome

◦Sports and recreational injuries

Page 7: Understanding Students with Traumatic Brain Injury

Determining the PresenceDetermining the Presence• Evaluation must be

comprehensive and ongoing• Glasgow Outcomes Scale classifies

injuries into broad groups:–Death–Persistent vegetative state–Severe disability–Moderate disability–Good recovery

Page 8: Understanding Students with Traumatic Brain Injury

Determining the Nature of Determining the Nature of Specially Designed Specially Designed Instruction and ServicesInstruction and ServicesStudents with TBI need frequent

evaluation and re-evaluationClassroom observation checklist

◦Memory◦Attention and concentration◦Executive functioning◦Self-awareness◦Language

Page 9: Understanding Students with Traumatic Brain Injury

Partnering for Special Partnering for Special Education and Related Education and Related ServicesServices• For successful hospital to school

transitions:– Involve educators during hospital stay–Keep school personnel updated on

student medical progress–Make the time for homebound

instruction as short as possible–Frequently monitor the student’s

progress after re-entry–Assign someone to be the point person

for coordinating the transition

Page 10: Understanding Students with Traumatic Brain Injury

Determining Supplementary Determining Supplementary Aids and ServicesAids and Services• Teaching memory aids, including:–Following a routine schedule–Keeping appointments that are not

routine –Taking medication–Remember to perform a new task–Marking when to start or end a task

• Using technology; visual assistants; PDA’s; pagers/digital beepers, electronic watchers; There is an App for that!

Page 11: Understanding Students with Traumatic Brain Injury

Planning for UDLPlanning for UDLInstructional Pacing

◦Appropriate instructional pacing◦Frequent student responses◦Adequate processing time◦Monitoring responses◦Frequent feedback