1. By: Amelia Martinez SPED 4340

2. Federal Definition: Traumatic Brain Injury- means 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 child's educational performance. It also applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech.

3. Mild Traumatic Brain Injury: Fatigue, Headaches, Memory Loss, Poor attention/Concentration, Sleep Disturbances, Dizziness/ Loss of Balance, Irritability/ Emotional Disturbance, Feelings of Depression, Seizures, Possible Coma, Nausea, Sensitivity to Light and Sounds, Mood Changes, Confusion, Thinking slowly. Moderate Traumatic Brain Injury: Results in permanent brain damage, Varying degrees of lifelong deficits, death may occur, seizures, confusion, blurred/loss of vision, change in hearing acuity, ringing in ears, slurred speech, difficulty understanding spoken language, difficulty processing sensory input, personality changes, paralysis, lethargy, loss of bowel/bladder control, inappropriate emotional responses. Severe Traumatic Brain Injury: Resulting in significant permanent brain damage, may result in total loss of speech ability, produces lifelong deficits to a severe degree, may require lifetime care and assistance, sustained loss of consciousness, can result in death.

4. Memory and Cognition: Difficulty with logic, problem solving and reasoning. Slower to respond, react, and complete activities and tasks. Difficulty remembering facts, procedures, events, etc. Frequently struggles with grade level work. Difficulty in storing new info and retrieving old info. May be disoriented with time, place, and people Physical and verbal preservations Difficulty sequencing events. Social Skills & Emotional Regulation: Inappropriate social behaviors Emotional responses may be unpredictable in nature and severity. Difficulty regulating emotions. May struggle to accurately interpret verbal and non-verbal cues. Emotional responses may not “fit” the situation. Emotional instability. May exhibit signs of poor self concept, depression, isolation, withdrawal, and paranoia. Inattention & Impulsivity: Difficulty focusing attention. May have difficulty controlling impulses, thoughts, and feelings Injury and memory loss may impact successful use of behavior modification strategies. Distracted by internal and external events and thoughts. Speech & Language: May have speech & language deficits. Difficulty speaking words or phrases. Difficulty comprehending what others say. May struggle to follow multi-step instruction. Physical: May struggle to process visual info. May experience visual deficits as double or partial loss of vision or “blind spots”. Possible coma could produce slowing & lethargy. Difficulty staying awake Inability to recognize post-injury deficits Possible gross or fine motor deficits depending on what part of the brain was injured (paralysis) Short periods of disorientation or attention lapse. May tire frequently and quickly

5. Social Skill/emotio nal Regulation: Start a behavior modification program for academic and or social skills and have student chart their progress. Engage the student in role-play scenarios to target specific social responses. Have students be prepared for schedule changes, such as late start, substitute teacher, early dismissal etc. Repeat Instruction Modify work amounts and shorten assignments to the minimum necessary (increase gradually if student is successful.) Memory & Cognition: Clearly define class requirements, due dates, exam dates (like a syllabus) and provide study guides for tests. Provide students with an outline so they can anticipate content transitions and be better prepared When teaching a new skill, give the student many opportunities to practice the new skill Instructional Strategies:

6. Physical: Be aware of any medications the student takes and its side effects. Be aware of and use the students best sensory modality and any gross or fine motor difficulties. Provide preferential seating if the student has visual difficulties. Speech & Language: Allow students to have processing time when you ask questions. Provide direction one at a time. Read books and other materials that have pictures on them. Inattention & Impulsivity: Provide verbal and written instruction. Give short frequent quizzes rather than all- inclusive exams. Provide small group instruction. Keep distractions to a minimum (carrels or room dividers may help) and provide breaks as needed. Teach students to use a system of reminders (post-it notes, white boards, daily planners, daily schedule etc.) Instructional Strategies Continued:

7. Classroom Accommodations: Allow additional time to complete assignments and tests. Provide preferential seating at or near the front of the classroom. Allow oral examinations and assist the student in having responses scribed as needed. Provide both oral and written instruction and clarify instruction. Allow students to clarify and explain responses on exams. Allow student to audio record the lecture for later playback.

8. Educator Resources: http://www.brainline.org/content/2011/10/accommodations-guide-for- students-with-brain-injury.html http://www.brainline.org/content/2011/10/accommodations-guide-for- students-with-brain-injury.html  accommodation guide for students with brain injury. http://www.do2learn.com/sitemap/index.htm  characteristics and strategies of disabilities. Colorado Kids Brain Injury Resource Network - http://cokidswithbraininjury.com/http://cokidswithbraininjury.com/  Tab for educators and professionals.  Brain Injury in Children and Youth: A Manual for Educators (the link to download the book is on the website.) Center for Parent Information and Resources: - http://www.parentcenterhub.org/repository/tbi/http://www.parentcenterhub.org/repository/tbi/  Story about Susan and parent and teacher tips Children books: - Elvin the Elephant who forgets. By: Heather Snyder. - Arnie’s MRI. By: Jenny Archibald http://www.mayfieldclinic.com/PE-TBI.htm  Medical info

9. 1.Preview objects pictures for 30 seconds. 1.Write down the objects you can remember. 1.Reveal objects picture again. 1.Check memory skills by seeing how many objects could be remembered.

11. CAT PHONE FOOTBALL KITE BICYCLE APPLE HAMMER LIGHT BULB SHOE BABY BOTTLE COOKIE PEACE SIGN HEART CARROT UMBRELLA CLOCK TREE FLOWER BONE BUTTERFLY PENCIL FIRE TRUCK ELEPHANT DICE 24 Objects:

12. Video Keep Moving Forward: Children with Brain Injuries ‬ http://youtu.be/lBOo2a2BW MI http://youtu.be/lBOo2a2BW MI Coping with Traumatic Brain Injury to Improve Quality of Life: https://www.youtube.com/watch ?v=bbsmhrOiWSw https://www.youtube.com/watch ?v=bbsmhrOiWSw

13.  “A brain injury actually has a more devastating impact on a child than an injury of the same severity has on a mature adult. The cognitive impairments of children may not be immediately obvious after the injury but may become apparent as the child gets older and faces increased cognitive and social expectations for new learning and more complex, socially appropriate behavior.” (Brain Injury Association of America)

14. Work cited Salend, S. (2010). Creating Inclusive Classroom: Effective and Reflective Practices. (17th ed.). Do2Learn: Educational Resources for Special Needs. (n.d.). Retrieved February 11, 2015, from http://www.do2learn.com/sitemap/index.htm http://www.do2learn.com/sitema "Brain Injury in Children." Children and Brain Injury. Chicago Digital, 2024. Web. 21 Feb. 2015..