Understanding Students with Traumatic Brain Injury
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Transcript of Understanding Students with Traumatic Brain Injury
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Understanding Students Understanding Students with Traumatic Brain with Traumatic Brain InjuryInjuryED 222 Spring 2011
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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
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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
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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
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Phineas GagePhineas Gagehttp://www.youtube.com/watch?v
=X4fGlny5cPg
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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
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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
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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
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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
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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!
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Planning for UDLPlanning for UDLInstructional Pacing
◦Appropriate instructional pacing◦Frequent student responses◦Adequate processing time◦Monitoring responses◦Frequent feedback