Traumatic Brain Injury(TBI) based on IDEA.pptx.pptx
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Traumatic Brain Injury or TBI is one of the 14th disabilities according to IDEA.
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Traumatic brain injuries
1) A traumatic brain injury is caused by an external force that alters brain function and can cause physical, cognitive, and emotional symptoms. Over 1.7 million people in the US sustain a TBI each year.
2) Symptoms of TBI can vary depending on which part of the brain is injured. Injuries throughout both sides of the brain can cause reduced thinking speed, confusion, fatigue, and impaired cognitive skills.
3) Children are particularly vulnerable to long-term impacts of TBI as their brains are still developing. Problems may not appear immediately and can affect learning and social behavior.
Traumatic brain injury
Traumatic brain injury (TBI) is defined as an acquired injury to the brain caused by an external force, resulting in functional or psychosocial impairment that adversely affects educational performance. Common characteristics include a sudden onset from a blow to the head, functional changes such as memory loss and impaired executive functions, and possible physical, emotional, and behavioral difficulties. Suggested teaching strategies include giving students more time, breaking tasks into steps, establishing routines, checking for understanding, and being patient and flexible with expectations. Additional resources provide further information on symptoms, diagnosis, treatment, and how teachers can help students with TBI.
Traumatic brain injury
Traumatic brain injury (TBI) occurs when sudden trauma causes damage to the brain. There are two major types of TBI - penetrating injuries, which involve an object piercing the skull, and closed head injuries from blows to the head. Physical, communication, and cognitive problems are common after TBI, including issues with speech, language, memory, attention, and social skills. Speech-language pathologists play an important role in evaluating and treating individuals with TBI. Treatment focuses on improving communication and cognitive skills to increase independence.
Traumatic brain injury
The document discusses traumatic brain injury (TBI) in children and strategies for supporting students with TBI in the classroom. It defines TBI and describes common causes. It outlines physical, cognitive, behavioral, and communication impairments associated with TBI. It then provides examples of strategies teachers can use to help students with TBI, such as breaking tasks into smaller steps, using reminders, and giving clear, simple instructions.
Traumatic brain injury
The document discusses traumatic brain injury (TBI) in children and strategies for supporting students with TBI in the classroom. It defines TBI and describes common causes. It outlines physical, cognitive, behavioral, and communication impairments associated with TBI. It then provides examples of strategies teachers can use to help students with TBI, such as breaking tasks into smaller steps, using reminders, and giving clear, simple instructions.
TBI and ABI
The document provides information on traumatic brain injuries (TBI) and acquired brain injuries (ABI) in children. It discusses that children aged 0-4 and older adolescents aged 15-19 are at highest risk of TBI. Each year in the US, TBI results in 3000 deaths, 29,000 hospitalizations, and 400,000 emergency room visits among children aged 0-14. Brain injuries can cause learning disabilities, behavioral issues, and other impairments. The document outlines strategies teachers can use to support students with brain injuries, such as providing structure, breaks, clear expectations, and organizational tools.
Tbi
Traumatic brain injury (TBI) is an acquired injury to the brain caused by an external force that results in impaired cognitive, physical, or psychosocial functioning. Common causes include blows to the head, lack of oxygen, and metabolic disorders. Symptoms vary depending on the location and severity of injury but may include changes in behavior, mood, cognition, and physical abilities. Suggested teaching strategies include giving students extra time, breaking tasks into steps, providing consistent routines, checking for understanding, and allowing breaks to reduce fatigue. Resources for teachers include guidelines from the CDC and NIH on TBI diagnosis and treatment.
BrainInjuryExam.Com
Brain injuries can be caused by accidents, negligence, toxins, and other factors. Common consequences of brain injury include impairments in attention, executive functioning, memory, language, intelligence, emotional stability, learning, motor skills, social skills, and relationships. A neuropsychological evaluation identifies the presence, cause, severity, and functional impact of brain injuries by assessing tasks involving questions, memory, attention, puzzles, coordination, and other areas to quantify a person's cognitive skills.
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Traumatic brain injuries
1) A traumatic brain injury is caused by an external force that alters brain function and can cause physical, cognitive, and emotional symptoms. Over 1.7 million people in the US sustain a TBI each year.
2) Symptoms of TBI can vary depending on which part of the brain is injured. Injuries throughout both sides of the brain can cause reduced thinking speed, confusion, fatigue, and impaired cognitive skills.
3) Children are particularly vulnerable to long-term impacts of TBI as their brains are still developing. Problems may not appear immediately and can affect learning and social behavior.
Traumatic brain injury
Traumatic brain injury (TBI) is defined as an acquired injury to the brain caused by an external force, resulting in functional or psychosocial impairment that adversely affects educational performance. Common characteristics include a sudden onset from a blow to the head, functional changes such as memory loss and impaired executive functions, and possible physical, emotional, and behavioral difficulties. Suggested teaching strategies include giving students more time, breaking tasks into steps, establishing routines, checking for understanding, and being patient and flexible with expectations. Additional resources provide further information on symptoms, diagnosis, treatment, and how teachers can help students with TBI.
Traumatic brain injury
Traumatic brain injury (TBI) occurs when sudden trauma causes damage to the brain. There are two major types of TBI - penetrating injuries, which involve an object piercing the skull, and closed head injuries from blows to the head. Physical, communication, and cognitive problems are common after TBI, including issues with speech, language, memory, attention, and social skills. Speech-language pathologists play an important role in evaluating and treating individuals with TBI. Treatment focuses on improving communication and cognitive skills to increase independence.
Traumatic brain injury
The document discusses traumatic brain injury (TBI) in children and strategies for supporting students with TBI in the classroom. It defines TBI and describes common causes. It outlines physical, cognitive, behavioral, and communication impairments associated with TBI. It then provides examples of strategies teachers can use to help students with TBI, such as breaking tasks into smaller steps, using reminders, and giving clear, simple instructions.
Traumatic brain injury
The document discusses traumatic brain injury (TBI) in children and strategies for supporting students with TBI in the classroom. It defines TBI and describes common causes. It outlines physical, cognitive, behavioral, and communication impairments associated with TBI. It then provides examples of strategies teachers can use to help students with TBI, such as breaking tasks into smaller steps, using reminders, and giving clear, simple instructions.
TBI and ABI
The document provides information on traumatic brain injuries (TBI) and acquired brain injuries (ABI) in children. It discusses that children aged 0-4 and older adolescents aged 15-19 are at highest risk of TBI. Each year in the US, TBI results in 3000 deaths, 29,000 hospitalizations, and 400,000 emergency room visits among children aged 0-14. Brain injuries can cause learning disabilities, behavioral issues, and other impairments. The document outlines strategies teachers can use to support students with brain injuries, such as providing structure, breaks, clear expectations, and organizational tools.
Tbi
Traumatic brain injury (TBI) is an acquired injury to the brain caused by an external force that results in impaired cognitive, physical, or psychosocial functioning. Common causes include blows to the head, lack of oxygen, and metabolic disorders. Symptoms vary depending on the location and severity of injury but may include changes in behavior, mood, cognition, and physical abilities. Suggested teaching strategies include giving students extra time, breaking tasks into steps, providing consistent routines, checking for understanding, and allowing breaks to reduce fatigue. Resources for teachers include guidelines from the CDC and NIH on TBI diagnosis and treatment.
BrainInjuryExam.Com
Brain injuries can be caused by accidents, negligence, toxins, and other factors. Common consequences of brain injury include impairments in attention, executive functioning, memory, language, intelligence, emotional stability, learning, motor skills, social skills, and relationships. A neuropsychological evaluation identifies the presence, cause, severity, and functional impact of brain injuries by assessing tasks involving questions, memory, attention, puzzles, coordination, and other areas to quantify a person's cognitive skills.
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Traumatic brain injury (TBI) occurs when an external force damages the brain and can range in severity from a mild concussion to severe injury resulting in death. There are two main types - closed brain injuries which do not break the skull but cause bruising and tearing, and penetrating injuries which break the skull. TBI can cause cognitive, motor, sensory and other deficits with symptoms ranging from confusion to paralysis. Physiotherapy is an important part of treatment and rehabilitation, using techniques like exercises, manual therapy and education to improve mobility, balance, strength and overall functioning. The goals and specific techniques used depend on each individual patient's condition and needs.
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The document defines traumatic brain injury (TBI) as an acquired injury to the brain caused by an external force that results in functional or psychosocial impairment. It then discusses the leading causes of TBI which include falls, motor vehicle accidents, and assaults. Common symptoms of TBI are discussed which affect thinking, sensation, language, and emotion. The document also provides statistics on the incidence and prevalence of TBI in different age groups.
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Traumatic brain injuries (TBI) can range from mild to severe and result in permanent neurological damage and lifelong deficits. Moderate to severe TBI are typically defined by a loss of consciousness of 6 hours or more and a Glasgow Coma Scale score of 3-8, resulting in cognitive deficits affecting areas like attention, memory, and executive function. Treatment focuses on minimizing secondary injuries through monitoring, supportive care, and rehabilitation to help patients regain maximum possible function and independence.
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Here are the key areas of cognition and psychosocial changes that can be affected by traumatic brain injury based on the presentation:
1) Areas of cognition that can be affected include:
- Memory (short and long-term)
- Attention and concentration
- Processing speed
- Executive functioning
- Language skills
- Visual-spatial skills
2) Common psychosocial changes that may present after TBI include:
- Mood changes like increased depression, anxiety, irritability
- Impulsivity
- Lack of insight into deficits
- Difficulty with social interactions
- Organizational and time management problems
3) Observable effects could include issues with:
- Following instructions
- Recall
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This document discusses traumatic brain injury (TBI) and acquired brain injury (ABI). TBI occurs from external forces like accidents or assaults, while ABI results from diseases or illnesses. Brain injuries are common and can cause cognitive, physical, behavioral, and emotional impairments. Treatment may include medication, therapy, and case management, but needs to account for cognitive challenges. Cognitive rehabilitation therapy aims to improve functioning through skill building, compensation strategies, and real-world practice. Support resources are available from organizations like the Brain Injury Association.
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Women who experience domestic violence often suffer repeated head injuries which can lead to traumatic brain injuries (TBI) even without loss of consciousness. TBI symptoms may not be immediately apparent and can mirror mental health issues, leading to misdiagnosis. Repeated head trauma increases the likelihood and severity of long-term cognitive, behavioral, and physical impairments. Advocates should screen for TBI using tools like HELPS to identify symptoms and ensure proper medical referrals, evaluations, and accommodations are provided.
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Students with mild to moderate intervention needs include those with learning disabilities, emotional or behavioral disorders, cognitive disabilities, ADHD, traumatic brain injury, or autism spectrum disorder. Students with ADHD exhibit inattention, hyperactivity and impulsivity. Those with traumatic brain injuries experience memory deficits, learning problems and behavioral issues depending on the injury's nature, severity and location. Students on the autism spectrum have difficulties with social interaction and communication as well as engaging in repetitive behaviors and resistance to change.
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Traumatic brain injury (TBI) is caused by external forces that interfere with normal brain functioning. Common causes include vehicle accidents, falls, and sports injuries. Anyone can experience a TBI, but certain groups are at higher risk, such as children with preexisting conditions or unstable home environments. TBI severity ranges from mild concussions to severe injuries involving brain bruising or bleeding and prolonged unconsciousness. Symptoms vary but may include headaches, dizziness, cognitive impairments, and behavioral changes. Classroom strategies aim to minimize distractions, provide structure, allow extra time, and utilize assistive technologies and resources to support the student's recovery. Treatment involves medical professionals and educational supports outlined in an individualized plan.
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Traumatic brain injuries (TBIs) can affect cognitive function through damage to the brain. There are two types of brain trauma - blunt force or penetrating trauma. Concussions are the most common TBI in sports, occurring from a blow to the head. Cognitive functions impacted include attention, concentration, learning, memory, and problem-solving. Initial injury causes acute damage while secondary injuries progress over time, creating opportunities for treatment.
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Chapter 11 is about people with a specific learning disability (SLD) who has learning problems/difficulties (but shows no signs of mental retardation or emotional disturbance). He or she might have difficulty in a specific area like reading, speaking, calculating, etc.). It creates unique challenges for a student with SLD and P.E. teacher as well.
1. Based on the case study of Calvin, the child with a specific learning disability, and Mr. Santos, the physical education teacher, that is presented at the beginning of the chapter,
a. identify each of the unique behaviors and specific challenges that Calvin faces in class.
b. next, develop possible teaching strategies and accommodations to assist Mr. Santos in helping Calvin have a more positive learning experience in class. For example, how can Mr. Santos help Calvin better understand teacher instructions, successfully complete the sport unit rules test, and not be made fun of by other students in the class?
2. What is a specific learning disability (SLD)? Use the traditional definition as well as the IDEA definition to create your own definition (page 216-217).
3. Examine the physical, cognitive, and social-behavioral characteristics that affect movement for an individual with a specific learning disability, ADHD, or DCD, as shown in table 11.1. Provide a teaching strategy or method based on each of the characteristics to help offset the challenges that individuals with a specific learning disability, ADHD, or DCD face.
4. On page 221, Figure 11.1 explains unique behaviors and environmental factors, and on page 227, as an application example, you will see 6 strategies for handling students with short attention span. Think that you will be teaching striking skill (with short-handled implements like rackets and paddles) to 13 years old boy with short attention span. What strategies would you use to make it easier for you and your student (hint: use both Figure 11.1 and application example)?
5. Watch the following video, you will see a high functioning SLD person, https://www.youtube.com/watch?v=FczB82C3T6g. What are the family/social challenges and achievements that he is having? What characteristics you observed tells you he has a learning disability? Give some suggestions on how he would improve his shortcomings?
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Specific Learning Disabilities
C H A P T E R
Chapter Outline
Definitions
Causes
Incident rates
Common characteristics
General educational approaches
Guidelines for teaching physical education and sport
Assisting Calvin in PE
Read the scenario of Calvin at the start of chapter 11.
Identify behaviors and list key challenges that Calvin faces in Mr. Santos’ class.
Based on these challenges, list and discuss teaching methods and programming strategies that Mr. Santos can use to help Calvin have a positive PE experience.
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Chapter 11 is about people with a specific learning disability (SLD) who has learning problems/difficulties (but shows no signs of mental retardation or emotional disturbance). He or she might have difficulty in a specific area like reading, speaking, calculating, etc.). It creates unique challenges for a student with SLD and P.E. teacher as well.
1. Based on the case study of Calvin, the child with a specific learning disability, and Mr. Santos, the physical education teacher, that is presented at the beginning of the chapter,
a. identify each of the unique behaviors and specific challenges that Calvin faces in class.
b. next, develop possible teaching strategies and accommodations to assist Mr. Santos in helping Calvin have a more positive learning experience in class. For example, how can Mr. Santos help Calvin better understand teacher instructions, successfully complete the sport unit rules test, and not be made fun of by other students in the class?
2. What is a specific learning disability (SLD)? Use the traditional definition as well as the IDEA definition to create your own definition (page 216-217).
3. Examine the physical, cognitive, and social-behavioral characteristics that affect movement for an individual with a specific learning disability, ADHD, or DCD, as shown in table 11.1. Provide a teaching strategy or method based on each of the characteristics to help offset the challenges that individuals with a specific learning disability, ADHD, or DCD face.
4. On page 221, Figure 11.1 explains unique behaviors and environmental factors, and on page 227, as an application example, you will see 6 strategies for handling students with short attention span. Think that you will be teaching striking skill (with short-handled implements like rackets and paddles) to 13 years old boy with short attention span. What strategies would you use to make it easier for you and your student (hint: use both Figure 11.1 and application example)?
5. Watch the following video, you will see a high functioning SLD person, https://www.youtube.com/watch?v=FczB82C3T6g. What are the family/social challenges and achievements that he is having? What characteristics you observed tells you he has a learning disability? Give some suggestions on how he would improve his shortcomings?
Chapter 11 Specific Learning Disabilities
11
Specific Learning Disabilities
C H A P T E R
Chapter Outline
Definitions
Causes
Incident rates
Common characteristics
General educational approaches
Guidelines for teaching physical education and sport
Assisting Calvin in PE
Read the scenario of Calvin at the start of chapter 11.
Identify behaviors and list key challenges that Calvin faces in Mr. Santos’ class.
Based on these challenges, list and discuss teaching methods and programming strategies that Mr. Santos can use to help Calvin have a positive PE experience.
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Here are the key areas of cognition and psychosocial changes that can be affected by traumatic brain injury based on the presentation:
1) Areas of cognition that can be affected include:
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- Processing speed
- Executive functioning
- Language skills
- Visual-spatial skills
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Students with mild to moderate intervention needs include those with learning disabilities, emotional or behavioral disorders, cognitive disabilities, ADHD, traumatic brain injury, or autism spectrum disorder. Students with ADHD exhibit inattention, hyperactivity and impulsivity. Those with traumatic brain injuries experience memory deficits, learning problems and behavioral issues depending on the injury's nature, severity and location. Students on the autism spectrum have difficulties with social interaction and communication as well as engaging in repetitive behaviors and resistance to change.
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Chapter 11 is about people with a specific learning disability (SLD) who has learning problems/difficulties (but shows no signs of mental retardation or emotional disturbance). He or she might have difficulty in a specific area like reading, speaking, calculating, etc.). It creates unique challenges for a student with SLD and P.E. teacher as well.
1. Based on the case study of Calvin, the child with a specific learning disability, and Mr. Santos, the physical education teacher, that is presented at the beginning of the chapter,
a. identify each of the unique behaviors and specific challenges that Calvin faces in class.
b. next, develop possible teaching strategies and accommodations to assist Mr. Santos in helping Calvin have a more positive learning experience in class. For example, how can Mr. Santos help Calvin better understand teacher instructions, successfully complete the sport unit rules test, and not be made fun of by other students in the class?
2. What is a specific learning disability (SLD)? Use the traditional definition as well as the IDEA definition to create your own definition (page 216-217).
3. Examine the physical, cognitive, and social-behavioral characteristics that affect movement for an individual with a specific learning disability, ADHD, or DCD, as shown in table 11.1. Provide a teaching strategy or method based on each of the characteristics to help offset the challenges that individuals with a specific learning disability, ADHD, or DCD face.
4. On page 221, Figure 11.1 explains unique behaviors and environmental factors, and on page 227, as an application example, you will see 6 strategies for handling students with short attention span. Think that you will be teaching striking skill (with short-handled implements like rackets and paddles) to 13 years old boy with short attention span. What strategies would you use to make it easier for you and your student (hint: use both Figure 11.1 and application example)?
5. Watch the following video, you will see a high functioning SLD person, https://www.youtube.com/watch?v=FczB82C3T6g. What are the family/social challenges and achievements that he is having? What characteristics you observed tells you he has a learning disability? Give some suggestions on how he would improve his shortcomings?
Chapter 11 Specific Learning Disabilities
11
Specific Learning Disabilities
C H A P T E R
Chapter Outline
Definitions
Causes
Incident rates
Common characteristics
General educational approaches
Guidelines for teaching physical education and sport
Assisting Calvin in PE
Read the scenario of Calvin at the start of chapter 11.
Identify behaviors and list key challenges that Calvin faces in Mr. Santos’ class.
Based on these challenges, list and discuss teaching methods and programming strategies that Mr. Santos can use to help Calvin have a positive PE experience.
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Chapter 11 Specific Learning Disabilities Worksheet 1Chapter .docx
Chapter 11: Specific Learning Disabilities Worksheet 1
Chapter 11 is about people with a specific learning disability (SLD) who has learning problems/difficulties (but shows no signs of mental retardation or emotional disturbance). He or she might have difficulty in a specific area like reading, speaking, calculating, etc.). It creates unique challenges for a student with SLD and P.E. teacher as well.
1. Based on the case study of Calvin, the child with a specific learning disability, and Mr. Santos, the physical education teacher, that is presented at the beginning of the chapter,
a. identify each of the unique behaviors and specific challenges that Calvin faces in class.
b. next, develop possible teaching strategies and accommodations to assist Mr. Santos in helping Calvin have a more positive learning experience in class. For example, how can Mr. Santos help Calvin better understand teacher instructions, successfully complete the sport unit rules test, and not be made fun of by other students in the class?
2. What is a specific learning disability (SLD)? Use the traditional definition as well as the IDEA definition to create your own definition (page 216-217).
3. Examine the physical, cognitive, and social-behavioral characteristics that affect movement for an individual with a specific learning disability, ADHD, or DCD, as shown in table 11.1. Provide a teaching strategy or method based on each of the characteristics to help offset the challenges that individuals with a specific learning disability, ADHD, or DCD face.
4. On page 221, Figure 11.1 explains unique behaviors and environmental factors, and on page 227, as an application example, you will see 6 strategies for handling students with short attention span. Think that you will be teaching striking skill (with short-handled implements like rackets and paddles) to 13 years old boy with short attention span. What strategies would you use to make it easier for you and your student (hint: use both Figure 11.1 and application example)?
5. Watch the following video, you will see a high functioning SLD person, https://www.youtube.com/watch?v=FczB82C3T6g. What are the family/social challenges and achievements that he is having? What characteristics you observed tells you he has a learning disability? Give some suggestions on how he would improve his shortcomings?
Chapter 11 Specific Learning Disabilities
11
Specific Learning Disabilities
C H A P T E R
Chapter Outline
Definitions
Causes
Incident rates
Common characteristics
General educational approaches
Guidelines for teaching physical education and sport
Assisting Calvin in PE
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- 1. WMSU WESTERN MINDANAO STATE UNIVERSITY TRAUMATIC BRAIN INJURY (TBI) IDEA’S THIRTEENTH CATEGORY FOR DISABILITIES
- 2. DEFINITION
- 3. 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.
- 4. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as: • sensory, perceptual, and motor abilities • psychosocial behavior • physical functions • information processing • speech • cognition • language • memory • attention • reasoning • abstract thinking • judgment • problem- solving
- 5. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma
- 6. SAMPLE VIDEO
- 8. CAUSES
- 10. Common events causing traumatic brain injury include the following: -Falls
- 12. -Violence
- 13. -Sports injuries
- 14. -Explosive blasts and other combat injuries
- 15. CHARACTERISTICS
- 16. The Brain Injury Association (formerly the National Head Injury Foundation) calls TBI "the silent epidemic," because many children have no visible impairments after a head injury. Symptoms can vary greatly depending upon the extent and location of the brain injury.
- 17. However, impairments in one or more areas (such as cognitive functioning, physical abilities, communication, or social/behavioral disruption) are common. These impairments may be either temporary or permanent in nature and may cause partial or total functional disability as well as psychosocial maladjustment.
- 18. Children who sustain TBI may experience a complex array of problems, including the following: Medical/Neurological Symptoms: speech, vision, hearing and other sensory impairment, etc. Cognitive Symptoms: decreased attention, organizational skills, and problem solving ability, etc. Behavioral/Emotional Symptoms: aggressive behavior, denial of deficits, depression, and etc. Social Skills Development: difficulties maintaining relationships, inability to restrict socially inappropriate behaviors, and etc.
- 21. •Provide repetition and consistency •Demonstration and Explicit Instruction •Avoid Figurative Language •Frequent Skill Practice •Accommodate Reduced Stamina and Fatigue
- 23. For students with TBI, assistive technology falls into three categories: •for Memory and Organization •to Access Information •for Positioning and Mobility
- 24. •Devices for Memory and Organization 1. Calendar boards
- 26. 4. Medication reminders 5. Specialized Watches
- 27. •to Access Information 1. Speech recognition software
- 28. 2. Screen reading software 3. Tinted overlays for reading (this may help with visual processing)
- 29. •for Positioning and Mobility 2. Crutches 1. Canes 3. Wheelchair
- 30. •for Positioning and Mobility 4. Specialized Beds 5. Specialized chairs, desks, and tables
- 31. REFERENCE: • “Traumatic Brain Injury”.(n.d).Project IDEAL In Action. Texas Council for Developmental Disabilities. https://www.projectidealonline.org/v/traumatic-brain- injury • “Traumatic Brain Injury”. (2021). Mayo Foundation for Medical Education and Research (MFMER). https://www.mayoclinic.org/diseases- conditions/traumatic-brain-injury/symptoms-causes/syc- 20378557 • Arkansas Children’s. (June 1, 2019). Recovering from Traumatic Brain Injury: Ryan's Story. Video. YouTube. https://www.youtube.com/watch?v=YpdCspyn4co&list=PLX3 0vg2hn1jp1qRwjmRgkJiH5LCoxWAiA&index=2&ab_channe l=ArkansasChildren%27s
- 32. WMSU WESTERN MINDANAO STATE UNIVERSITY THANK YOU! Humao-as, Jericho Ivan Jimenez, Jianne Masuhud, Sapina Torres, Coleen BEED 2A