1. Siri Wieringa & Atison Jacobson
Traumatic Brain Injury (TBI)
Definition: The Individuals with Disabilities Causes: Some of the rnaior carlses of brain injury
Education Act defines Traumatic Brain Injury as include Brain hypoxia and ischemia may result
"an acquired injury to the brain caused by an from traurmatic brain injury, circulator:y problems
external physical force, resulting in total or partial such as cerebral vessel spasm or stroke, anrJ lack of
functional disability or psychosocial impairment, or oxygenation that may ocour during
both, that adversely affects a child's educational cardiopulmonary arrest. Lack of adequate oxygen to
performance. Traumatic brain injury applies to open the brain causes c,ell death that can be localized or
or closed head injuries resulting in impairments in rq/idespread. The extent of brain cell death
one or more areas, such as cognition; language; inlluencss the degree of neurological impairment
memo ry; attention; reasoning; abstract thinkitg; and clisability. 'frauma, lack of oxygetr, lack of
judgment; problem-solving; sensory, perceptual, blood flow (ischemia), infection and metabolic
and motor abilities; psychosocial behavior; physical disorders. Liver :failure, low blood sugar
functions; information processing; and speech. (hypoglycemia), kidney failure, and toxic exposure
Traumatic brain injury does not apply to brain to such substances as alcohol, druBS, sedarives,
injuries that are congenital or degenerative, or to poisofrs, and soms heavy metals. In gelteral, brain
brain injuries induced by birth trauma. injury associaterJ with metabolic disorders is
widespread throughout the entire brain.
Common Associatecl Characteristics :
I Qnpefi Sudden r Behavioral Difficulties: [Jnpredictable:
c enmp; One rlr more blorys to the head po ssible agitation, aggres siveness,
accompanied by altered mental status, restlessness, impulsivity
including loss of ccnsciousness o Awareness of Deficits: Limited-to-full
Functional Changes: Marked contrast awareness
between pre- and post-onset capacities: Skills and Knowledge: Pre-TBI learning is
memory loss, reduced processing speed, largely intact
impaired executive functions Difficulties with Learning: Old information
r Physical Disabilities: May include loss of is easier to recall than new
balanco, weakness, paralysis, visual/ sensory Peer llrteractions: Affected by cognitive
changes, headaches deficits, behavioral difnculties, reduced
I Emotional Difficulties: Labile mood, social skills
depression and anxiety frequently found
Suggested Teaching Strategies: (from nichy.org)

2. o Find out as much as you can about the child's injuty and his or her present needs.
o Find out more about TBI through the resources and organizations listed below. These can help you
identifu specific techniques and strategies to support the student educationally.
o Give the student more time to finish schoolwork and tests.
O Give directions one step at a time. For tasks with many steps, it helps to give the student written
directions.
a Show the student how to perform new tasks. Give examples to go with new ideas and concepts.
o Have consistent routines. This helps the student know what to expect. If the routine is going to change,
let the student know ahead of time.
Check to make sure that the student has actually leamed the new skill. Give the student lots of
opportunities to practice the new skill.
Show the student how to use an assignment book and a daily schedule. This helps the student get
organized.
a Realize that the student may get tired quickly. Let the student rest as needed.
o Reduce distractions.
o Keep in touch with the student's parents. Share information about how the student is doing at home and
at school.
o Be flexible about expectations. Be patient. Modmize the student's chances for success.
o It's important to remember that a student who has suffered TBI will have different educational needs
than before their injury. Because of the sudden and traumatic nature of their injury, there are emotional
and social changes to consider. There must be careful evaluation and planning to address the student's
needs in their IEP.
Additional Resources:
http :/inichcy.orgldi sabilit"rr/speci liclthi#help
The National Dissemination Center for Children With Disabilities, this is a comprehensive website for all
disabilities. For TBI, there is information about symptoms, statistics, and help for parents and teachers.
l*tp :i/biausa. f yrian. com/index.htm
This website is for Brain Injury Association of America. This is very useful with resources for families and
caregivers, diagnosis and treatment, advocacy and more.
http i/www.cdc. gov/traumati cbrainini
: ury/
The Centers for Disease Control and Prevention discusses different types of TBI, statistics, causes and risk
groups, prgvention, and long-term outcomes.
http: //wwr,v.nind s.nih. govldisorders/tbi/tbi.htm
National Institute for Neurological Disorders and Stroke gives information about diagnosis, treatment,
prognosis, and organizations that can help.
http://www.mssm.e<lu/static*tiles/MSSM/t":ileslResearch/Csntersl traumatio0le20Brain%2Olnjury%20Centrali'l
BiKIDS.pdf ' ,
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Uoalhqlp
This PDF ir u gr5uii.rorjr.. for geuing-information about how TBI occur, the effects that are seen in the
patients, and what teachers can do to make a child with a TBI more comfortable in the classroom and able to
learn.