introduction to traumatic brain injury (tbi) for educators funded by an idea discretionary grant...
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Introduction to Traumatic Brain Injury (TBI) for Educators
Funded by an IDEA Discretionary Grant #2007-9911-22
Wisconsin Department of Public Instruction
(http://www.dpi.wi.gov)
Outline______________________________________________________
• Brain injury definition
• Brain Function
• Common Problems
• Steps to evaluation and programming success
• Resources
WHAT IS A BRAIN INJURY?
What is a brain injury?______________________________________________________
• An injury to the brain caused by a blow to the head; penetration of the skull caused by an accident.
• The injury may disrupt functioning in a single area of the brain (focal damage) or impact multiple areas of brain functioning (diffuse damage).
• Adverse effects could be short term or life-long.
Types of Brain Injury
______________________________________________________
Brain Injury
Congenital and Perinatal(no period of normal development)
Acquired(following a period of normal development)
Perinatal (e.g., birth stroke)
Congenital(e.g., PKU)
Non-traumatic(internal occurrence
e.g., tumor)
Traumatic (external physical force)
Open(e.g., gunshot)
Closed(e.g., fall)
Wisconsin TBI Definition ______________________________________________________
• Traumatic brain injury
– an acquired injury to the brain – caused by an external physical force – resulting in total or partial functional disability
or psychosocial impairment, or both– adversely affects a child’s educational
performance
Prevalence______________________________________________________
• Every 23 seconds 1 person in the U.S. sustains an acquired brain injury
• 1 in 500 students sustain an acquired BI each year in the U.S.
• 1 in 25 students will sustain an acquired BI before high school graduation
• Overall twice as many boys as girls
• Highest risk: 0-4 year olds and 15-19 year olds
Primary Causes of BI by Age______________________________________________________
• InfantsAbuse; neglect
• ToddlersAbuse; falls
• Early ElementaryFalls; pedestrian-motor vehicle accidents
• Late elementary/Middle schoolPedestrian-bicycle accidentsPedestrian-motor vehicle accidentsSports
• High schoolMotor vehicle accidents
(Savage & Wolcott, 1994)
What Happens When the Brain is Injured?______________________________________________________
• Brain injuries are either:1. Closed head – Skull not penetrated (car
accident, falls)
2. Open Head – Skull and meninges are penetrated (gunshot, nail)
• Both of these result in: A disruption of communication within the
brain due to torn or stretched neurons Lack of oxygen to the brain resulting in cell
death.
Primary Effects of Brain Injury______________________________________________________
• Injury to brain tissue at the initial site of impact and at the second injury site (Coup & Contracoup)
• Shearing and tearing of neurons throughout the brain disrupts communication
Mechanism of injury: Coup/Contracoup
______________________________________________________
Reprinted with permission from the North Carolina Department of Public Instruction
Shearing & Tearing of Neurons
• When an injury occurs the neurons stretch, twist or tear.
Secondary Effects of Brain Injury_______________________________________________________
• Bleeding (contributes to increased intracranial pressure)
• Swelling (contributes to increased intracranial pressure)
• Lack of oxygen to the brain (results in cell death)
Mild, Moderate, Severe______________________________________________________
• Injuries can range from “mild” (a brief change in mental functioning) to “severe” (extended period of unconsciousness)
• Significant long-term disability.
• Full effects of brain injury may not be apparent until later when the child is expected to perform more advanced skills and to self-regulate behavior.
Severity of Brain Injury: Mild______________________________________________________
• Brief or no loss of consciousness
• Signs of concussion– Nausea and vomiting– Headache– Fatigue– Dizziness– Poor recent memory
• Unable to form new memories following the injury (less than 1 hour)
Severity of Brain Injury: Moderate______________________________________________________
• Coma less than 24 hours
• Unable to form new memories following the injury (less than 24 hours)
Severity of Brain Injury: Severe_______________________________________________________
• Coma more than 24 hours
• Unable to form new memories following the injury (longer than 24 hours)
Proportion of Mild, Moderate, and Severe Brain Injuries
_______________________________________________________
0%10%20%30%40%50%60%70%80%90%
Mild Severe
MildMod.Severe
• The vast majority of students with brain injuries returning to school have mild injuries.
Brain Function ______________________________________________________
• The adult brain weighs about 3 pounds.
• The brain is a complex organ made up of billions of neurons that all relate to each other.
• Each area of the brain has primary responsibilities that contribute to our ability to function.
Brain Surface______________________________________________________
The Brainstem_______________________________________________________
• At the base of the brain above the spinal cord
• Comprised of the medulla, pons, and midbrain
• Responsible for basic life functions
• Severe injury causes death
The Cerebellum______________________________________________________
• Primarily helps modulate motor responses
• Regulates direction, rate, force, and steadiness
• Injury disrupts coordination and muscle tone
The Cerebral Cortex______________________________________________________
• Center of conscious brain activity
• Divided into two hemispheres connected by the corpus collosum
• The right side of the brain controls the left side of the body and vice versa
• Dominant hemisphere represents language (usually left hemisphere)
The Lobes of the Cerebral Cortex______________________________________________________
• Each hemisphere of the brain is divided into four lobes:
Frontal Temporal Parietal Occipital
Reprinted with permission from the North Carolina Department of Public Instruction
The Frontal Lobe Functions______________________________________________________
• Control executive functions• Area of motor cortex• Deficits may become
apparent over time
If Injured you may see impaired:-memory-motor planning and performance-behavior control-higher level thinking skills (summarizing, inferencing)-deficits may become more apparent as child is expected to perform higher level skills.
The Parietal Lobe Functions______________________________________________________
• Receives, analyzes, and integrates sensory and motor stimuli
If injured you may see impaired:-body awareness (poor judgment about space and distance)-sensations (hypo/hypersensitivity)-visual neglect (not attend to stimuli on affected side)
The Temporal Lobes______________________________________________________
• Receives, analyzes, and integrates auditory information
• Center for language
If Injured you may see impaired:-ability to listen, understand and generalize auditory input-expressive and receptive language-memory formation
The Occipital Lobes______________________________________________________
• Receives, analyzes. integrates visual information
If Injured you may see impaired:-ability to understand and integrate visual information-visual functions (restricted vision)-ability to track moving objects (ex: catching a ball)-ability to track stationary objects (ex: reading a line of print
Common Problems______________________________________________________
• Difficulties with memory, attention, concentration & fatigue are common.
• Anticipating & planning for these deficits increases the likelihood of student success.
• May have problems with motor, sensory/perceptual, cognitive/communication, social/emotional, behavioral functioning.
Common Problems______________________________________________________
• Certain types of difficulties are common in students with TBI
• Anticipating these difficulties can facilitate success in school
• Problems can be physical/medical, cognitive, sensory, motor, social, emotional, and behavioral
Common Motor Problems______________________________________________________
• Apraxia
• Ataxia
• Coordination problems
• Paresis or paralysis
• Orthopedic problems
• Spasticity
• Balance problems
• Impaired speed of movement
• Fatigue
Sensory/Perceptual Problems______________________________________________________
• Visual deficits– field cuts– tracking (moving and stationary objects)– spatial relationships– double vision (diplopia)
• Neglect
• Auditory deficits
• Tactile deficits
Cognitive/Communication Problems_______________________________________________________
• Executive functions
• Memory
• Attention
• Concentration
• Information processing
• Sequencing
• Problem solving
• Comprehension of abstract language
• Word retrieval
• Expressive language organization
• Pragmatics
Social/Emotional Problems_______________________________________________________
• Irritability
• Impulsivity
• Disinhibition
• Perseveration
• Emotional lability
• Insensitivity to social cues
• Low frustration tolerance
• Anxiety• Withdrawal• Egocentricity• Denial of deficit/
lack of insight• Depression• Peer conflict• Sexuality concerns• High risk behavior
Behavioral Problems______________________________________________________
• Deficits (all types) may lead to challenging behaviors– non-compliance– aggression– confrontational behavior– lack of initiative– withdrawal
Impact on Learning______________________________________________________
• Orientation and Attention to Activity
• Starting, Changing, and Maintaining Activities
• Taking in and Retaining Information
• Language Comprehension and Expression
• Visual-Perceptual Processing
• Visual-Motor Skills
• Sequential Processing• Problem-Solving,
Reasoning, and Generalization
• Organization and Planning Skills
• Impulse or Self-Control• Social Adjustment and
Awareness• Emotional Adjustment• Sensorimotor Skills
Identifying Educational Concerns______________________________________________________
• The educational team needs to consider the multifaceted implications of the brain injury.
• It is helpful to use checklists and other tools to assist in identifying child specific concerns.
• Traumatic Brain Injury checklist may be used as an evaluation tool to identify specific student concerns.
Traumatic Brain Injury ChecklistPlease rate the student’s behavior (in comparison to same-age classmates) using the following rating scale:
Not at allOccasionallyOftenVery Severe & Frequent Problem
No
t At A
ll
Oc
ca
sio
na
lly
Ofte
n
Ve
ry S
ev
ere
& F
req
ue
nt P
rob
lem
A. Orientation and Attention to Activity
Confused with time (day, date); place (classroom, bathroom, schedule changes); and personal information (birth date, address, phone, schedule)
Seems “in a fog” or confused
Stares blankly
Appears sleepy or to fatigue easily
Fails to finish things started
Cannot concentrate or pay attention
Daydreams or gets lost in thought
Inattentive, easily distracted
B. Starting, Changing, and Maintaining Activities
Confused or requires prompts about where, how or when to begin assignment
Does not know how to initiate or maintain conversation (walks away, etc)
Confused or agitated when moving form one activity, place, or group to another
Stops midtask (math problem, worksheets, story, or conversation)
No
t At A
ll
Oc
ca
sio
na
lly
Ofte
n
Ve
ry S
ev
ere
& F
req
ue
nt
Pro
ble
m
Unable to stop (perseverates on) inappropriate strategies, topics, or behaviors
Gives up quickly on challenging tasks
C. Taking in and Retaining information
Forgets things that happened even the same day
Problems learning new concepts, facts, or information
Cannot remember simple instructions or rules
Forgets information, learned from day to day (does well on quizzes, but fails tests covering several weeks of learning)
D. Language Comprehension and Expression
Confused with idioms (“climbing the walls”) or slang
Unable to recall word meaning or altered meaning (homonym or homographs)
Unable to comprehend or breakdown instructions with request
Difficulty understanding complex or lengthy discussion
Processes information at a slow pace
Difficulty finding specific words (may describe but not label)
Stammers or slures words
Difficulty fluently expressing ideas (speech disjointed, stops midsentence)
No
t At A
ll
Oc
ca
sio
na
lly
Ofte
n
Ve
ry S
ev
ere
& F
req
ue
nt
Pro
ble
m
E. Visual-Perceptual processing
Cannot track when reading, skips problems, or neglects a portion of a page of written material
Orients body or materials in unusual positions when reading or writing
Gets lost in halls and cannot follow maps or graphs
Shows left-right confusion
F. Visual-Motor Skills
Difficulty copying information from board
Difficulty with notetaking
Difficulty with letter formation or spacing
Slow, inefficient motor output
Poor motor dixterity (cutting, drawing)
G. Visual-Perceptual processing
Difficulty with sequential steps of task (getting out materials, turning to page, starting an assignment)
Confuses the sequence of events or other time-related concepts
H. Problem-Solving, Reasoning, and Generalization
Fails to consider alternatives when first attempt fails
Does not use compensatory strategies (outlining or underlining)
Problems understanding abstract concepts (color, emotions, math and science)
Confusion with cause-effect relationshops
No
t At A
ll
Oc
ca
sio
na
lly
Ofte
n
Ve
ry S
ev
ere
& F
req
ue
nt
Pro
ble
m
Unable to categorize (size, species)
Problems making inferences or drawing conclusions
Can state facts, but cannot integrate or synthesize information
Difficulty applying what they know in different or new situations
I. Organization and Planning Skills
Difficulty breaking down complex tasks (term papers, projects)
Problems organizing materials
Problems distinguishing between important and unimportant information
Difficulty making plans and setting goals
Difficulty following through with and monitoring plans
Sets unrealistic goals
J. Impulse or Self-Control
Blurts out in class
Makes unrelated statements or responses
Acts without thinking (leaves class, throws things, sets off alarms)
Displays dangerous behavior (runs into street, plays with fire, drives unsafely)
Disturbs other pupils
Makes inappropriate or offensive remarks
Shows compulsive habits (masturbation, nail biting, tapping)
Hyperactive, out-of-seat behavior
No
t At A
ll
Oc
ca
sio
na
lly
Ofte
n
Ve
ry S
ev
ere
& F
req
ue
nt
Pro
ble
m
K. Social Adjustment and Awareness
Acts immature for age
Too dependent on adults
Too bossy or submissive with peers
Peculiar manners and mannerisms (stands too close, interrupts, unusually loud, poor hygiene)
Fails to understand social humor
Fails to correctly interpret nonverbal social cues
Difficulty understanding the feelings and perspective of others
Does not understand strengths, weaknesses and self presentation
Does not know when help is required or how to get assistance
Denies any problems or changes resulting from injury
L. Emotional Adjustment
Easily frustrated by tasks or if demands not immediately met
Becomes argumentative, aggressive, or destructive with little provocation
Cries or laughs too easily
Feels worthless or inferior
Withdrawn, does not get involved with others
Becomes angry or defensive when confronted with changes resulting from injury
Makes constant inappropriate sexual comments and gestures
Unhappy or depressed affect
Nervous, self-conscious, or anxious behavior
No
t At A
ll
Oc
ca
sio
na
lly
Ofte
n
Ve
ry S
ev
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& F
req
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nt
Pro
ble
m
M. Sensorimoter Skills
Identified problems with smell, taste, touch, hearing or vision
Problems discriminating sound or hearing against background noise
Problems with visual acuity, blurring or tracking
Problems with tactile sensitivity (e.g., cannot type or play an instrument without watching hands)
Identified problems with oromoter (e.g., swallowing), fine motor or gross moter skills
Poor sense of body in space (loses balance, negotiating obstacles)
Motor paralysis or weakness of one or both sides
Motor rigidity (limited range of motion), spasticity (contractions) and ataxia (erratic movements) circle one
Impaired dexterity (cutting, writing) or hand tremors
Difficulty with skilled motor activities (dressing, eating)
Reprinted from Guidelines for Educational Services for Students with Traumatic Brain Injury (Virginia Department of Education, 1992)
Waaland and Bohannon (1992)
WHAT ARE THE NEXT STEPS TO SUCCESSFUL EVALUATION AND
PROGRAM PLANNING?
What are the next steps? ______________________________________________________
• Once a student suspected of having a disability is referred for a special education evaluation, the next step is to gather information.
• You will need two types of information
1. Brain Injury information(type of injury, location of injury, length
of coma, etc.)
2. Information on current functioning(physical/medical, social/emotional, academic, cognition and memory, speech/language and communication, sensory/perceptual
What’s Next? (continued)______________________________________________________
How will you gather the information? Review medical reports Observe student Interview the student and knowledgeable
others (therapists, medical personnel, parents, etc.)
Use curriculum based measures and work samples
What’s Next? (continued)______________________________________________________
• Identify appropriate team members
(If student has fine and gross motor difficulties, should an OT, PT or APE person be part of the IEP Team?)
• Conduct a thorough educational evaluation of the student to:1. Determine eligibility and need for special education and related services
2. Identify disability-related educational needs
What’s Next? (continued)______________________________________________________
If the student has a disability, identify major issues to address in the IEP such as:
Student health and safety issues (wheelchair transportation, medication management, etc.)
Schedule (need for a shortened day, more frequent breaks during the day, etc.)
Classroom instruction (enlarged print, preferential seating, other modifications)
Staff training (TBI, medical procedures)
What can be done if the IEP Team determines that the student does not
have a disability?
* To support the student in regular education, the team could recommend short term accommodations such as: adjust schedule delay high stakes tests prioritize homework educate parents, teachers, peers assign case manager to monitor progress refer to a building team
Resources______________________________________________________
• Dept. of Public Instruction (DPI): http://dpi.wi.gov/sped/tbi.html
• Level I TBI Training: http://dpi.wi.gov/sped/tbi-trg-pres.html
• CESA-based TBI consultants: http://dpi.wi.gov/sped/pdf/tbi-contacts.pdf
• TBI Kit (available at each CESA)– Teacher tools, charts, and checklists– Level I trainings– Memory training and resources– Links and resources
• Additional TBI materials (on DPI website)– Mild brain injury informational brochure– Parent Information packet– Teacher Information packet– Administrator’s information packet– Informational brochure for hospitals and clinics