traumatic brain injury[2]
TRANSCRIPT
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