Traumatic Brain Injury

Abigail Vogt, Michael Landers, Maria Roman, Ilana

Bruce, Tayonna Wright
SPE 220 T TH 10:30 Atkinson
03/24/2015

Defining Traumatic Brain Injury

IDEA defines traumatic brain injury (TBI) as:
an acquired injury to the brain caused by an external physical force,
resulting in total or partial functional disability or psychosocial
impairment, or both, that adversely affects a childs educational
performance. Traumatic brain injury applies to open or closed head
injuries resulting in impairments in one or more areas, such as
cognition; language; memory; attention; reasoning; abstract thinking;
judgement; problem-solving; sensory, perceptual, and motor abilities;
psychosocial;behavior; physical functions; information processing;
and speech. Traumatic brain injury does not apply to brain injuries
that are cognitive or degenerative, or to brain injuries induced by
birth trauma.

Defining Traumatic Brain Injury

In other words, Traumatic brain injury:
1. must be an acquired injury. TBI cannot be
congenital or if it occurred at the time of delivery.
2. must be caused by an external force.
3. applies to open or closed head injuries.
-. open head injury: penetrates the bones of the
skull
-. closed head injury: does not involve
penetration or fracture of the bones of the skull

Defining Traumatic Brain Injury

closed head injury

open head injury

Causes
Four major causes of acquired TBI:
1. Falls (accounts for 35%)
-. number one cause of TBI
-. Most frequent among children from birth to age 4 & adults ages 75 or
older.
2. Automobile accidents (accounts for 17%)
-. leading cause of death from TBI
-. most frequent among adults ages 20-24.
3. Being struck by or or against something (accounts for 17%)
-. typically occurs in collisions during sports or recreation
4. Assaults (accounts for 10%)
-. frequently involve firearms
-. child abuse resulting in head injuries (shaken baby syndrome)
Unknown/other causes account for 21%

Characteristics
TBI cases differ in complexity and recovery.
Injuries may affect many areas of a persons functioning and often
have similar characteristics with people who have:
learning disabilities
communication disorders
emotional or behavioral disorders
intellectual disability
health impairments
and physical disabilities
The characteristics manifested by people who experience TBI are
aligned with the particular site and extent of their injury.

Areas of Brain and Function

Video

Severity

Mild TBI
o

Brief loss of consciousness, usually a few seconds or minutes

PTA for less than 1 hour of the TBI

Normal brain imaging results

Moderate TBI
o

Loss of consciousness for 1 24 hours

PTA for 1 24 hours of the TBI

Abnormal brain imaging results

Severe TBI

Shaken Baby Syndrome

- Occurs when a caregiver shakes a child violently, often
in situations in which the caregiver is frustrated because
of the childs crying
- Caregiver is normally experiencing high levels of stress,
has poor impulse control, or has negative childhood
experiences such as abuse
- The National Center on Shaken Baby Syndrome has
developed materials to educate caregivers about early
infant crying and the danger of shaking babies

Shaken Baby Syndrome

Shaken Baby Syndrome

- A study done in 2003 by King, McKay, and Sirnick
revealed that out of 364 healthy children who
underwent severe shaking, 19% died.
- The ones who survived (295), 55% had a
neurological deficit, 65% had a visual impairment,
and 85% required ongoing multidisciplinary
care.

How does SBS effect a person in a way

that it is considered a disability?
- Again, cause neurological deficits such as epilepsy,
multiple sclerosis, and even Alzheimers disease
- Visual impairments may occur so a child or adult would
need proper accommodations to help them such as
glasses, braille, large print etc.
- A person may need to visit the hospital or go to
appointment way more than the average person to
receive therapy and monitoring. Therefore, time is being
taken away from things like school and work.

Mild TBI/ Concussions

What are they?
- Usually caused by a blow to the head
- May also cause bruising on brain
- Sometimes very hard to notice when someone has
gotten a concussion
Examples
- A fall in which the head hits the ground
- Object is thrown and deals a blow to the head
- Assault

Mild TBI/ Concussions

Symptoms
- temporary memory loss
- inability to maintain a coherent stream of thought
- heightened distractibility
- inability to carry out a goal-directed set of movements
Prolonged headache

Vision disturbances

Dizziness

Nausea or vomiting

Impaired balance

Confusion

Ringing ears

Difficulty concentrating

Sensitivity to light

Loss of smell or taste

How do concussions affect a child in

school?
Long-term symptoms
- inability to concentrate
- low attention span
- memory loss
However, concussions are usually temporary!

Designing an Appropriate IEP

Designing an IEP for a student who is returning
to school right out of the
rehabilitation/institution (re-entry plan).
Designing an IEP for a student who is in or
advancing to PreK/Head Start/Kindergarten
(entry plan).

Designing an Appropriate IEP

According to Cognitive rehabilitation for children
with acquired brain injury, Reentry IEPs usually
result from the collaboration of special and general
education teachers and related school personnel,
physicians, other health care providers, and
rehabilitation professionals (Slomine & Locascio
2009).

Designing an Appropriate IEP

Roles of:
Physicians/Rehab Professionals
- Describe students brain functioning and prognosis, and
in developing and implementing the IEP. (R-E)
Health Care Providers
- Have medication and all other medical resources
available for the student if and when necessary. (R-E)
Therapists
(NEXT PAGE CONT)

Designing an Appropriate IEP

Occupational/Speech/Physical Therapists, etc they will discuss
development strategies and how the student should respond to everyday
challenges associated.
Special/General Educators
Teach the student, work to move the student from one lesson to the next,
increase cognitive abilities, and cope with Behavioral/Social challenges.
Related School Personnel
- Take extra steps with Special/General Educators towards ensuring the
students progression.
Parents
(Has the biggest role) Support their Child in all ways possible!

Accommodations?
Classroom

Additional Time
Extended Breaks
Audio/Video Record Lectures
Oral, written, visual, hands-on instruction
Technology
Grade on Content not on Mechanical Errors
Preferred seating or front of classroom
Quality Vs. Quantity
Avoid High Stakes
Exempt Reading Aloud in class
Music in the Classroom!

Accommodations?
Assessments

Extra Time
Minimal distractions
Breaks
Oral Exams
Multiple choice instead of Essay Style
Allow Student to Clarify
Sheet with Math/Science Formulas
Calculator, Dictionary, Thesaurus
Allow Rescheduling of Exam if there are more than one on same day

Additional Help
Rhythmic Games
Chanting
Relaxing Music
Movement

Community Support

Brain Injury Alliance of Arizona http://biaaz.org/

Child Care Injury Prevention Program http://www.asccaz.org/
Soldiers Best Friend http://soldiersbestfriend.org/
Ronald McDonald House Charities of Phoenix
http://www.rmhcphoenix.com/
Respiratory Therapy At Mercy Gilbert Medical Center
http://www.dignityhealth.org/mercygilbert/services/respiratory-therapy
Concussion and Brain Injury Center At St. Josephs Hospital And Medical
Center
http://www.thebarrow.org/Neurological_Services/Neurotrauma/204472
Speech-Language Therapy At Ridge Zeller Therapy
http://www.ridgezellertherapy.com/pages/speech-language-therapy
ASU Music Therapy Partnership with Freedom Manor Group Home
http://music.asu.edu/musictherapy/community.php

Community Support

Jeopardy
http://www.superteachertools.net/jeopardyx/j
eopardy-review-game.php?
gamefile=1427183262

Experiment?

Thank You for Listening!!!!!!

Works Cited
Slomine, B., Locascio, G., & Kramer, M. (2012). Empirical status regarding the
remediation of executive skills. In S. Hunter & E. Sparrow (Eds.), Executive
Function and Dysfunction: Identification, Assessment and Treatment.
Cambridge : Cambridge University Press.
Locascio, G., Mahone, E. M., Eason, S. E., & Cutting, L.E. (2010). Executive
dysfunction among children with reading comprehension deficits. Journal of
Learning Disabilities; 43, 441-454.
Slomine, B. & Locascio, G. (2009). Cognitive rehabilitation for children with
acquired brain injury. Developmental Disabilities Research Review, 15, 133-43.

Works Cited
Accommodations Guide for Students with Brain Injury. (n.d.). Retrieved March 24, 2015, from
http://www.brainline.org/content/2011/10/accommodations-guide-for-students-with-brain-injury.html

Music in the General Education Classroom. (n.d.). Retrieved March 24, 2015, from https://www.youtube.com/watch?v=4AkOmMFDBhk

Person of the Week: Celebrating All Music Therapists / Gabby Giffords. (n.d.). Retrieved March 24, 2015, from https://www.youtube.com/watch?v=15Yu7V8mtuQ

Stevie Wonder Superstition. (n.d.). Retrieved March 24, 2015, from https://www.youtube.com/watch?v=0CFuCYNx-1g

Turnbull, A. (1995). Traumatic Brain Injury. In Exceptional lives: Special education in today's schools. Englewood Cliffs, N.J.: Merrill.

2-1-1 Arizona - A Service of Community Information and Referral Services. (n.d.). Retrieved March 24, 2015, from http://www.cirs.org

Works Cited
AANS Staff. "Concussion." AANS (2014): n. pag. Web. 23 Mar. 2015.
<http://www.aans.org/patient%20information/conditions%20and%20tre
atments/concussion.aspx>.
Concussion Cause. Digital image. Google. N.p., n.d. Web. 23 Mar. 2015.
<https://www.google.com/#q=Concussion>.
Shaken Baby Syndrome. Digital image. Stopsbs.org. N.p., n.d. Web. 23
Mar.
2015. <http://stopsbs.org/facts/>.
Mayo Clinic Staff. "Shaken Baby Syndrome." Mayo Clinic (2014): n. pag. Web.
23 Mar. 2015.
<http://www.mayoclinic.org/diseases-conditions/shaken-babysyndrome/basics/definition/con-20034461>.