Behavior Management in School for a Student with a Brain Injury
Behavior can change after brain injury
Behavior is ultimately social in nature. Behavior is a form of communication. Behavior problems after a traumatic brain injury or TBI can be difficult to understand.
Behavioral issues are prevalent after TBI. There are various reasons for this. The first is due to the damage caused by the injury to the brain. Another reason relates to how a student reacts to environmental situations in the classroom. Behavior patterns typically intensify after an injury. Read more…
Effective, In-School Service Coordination for Students with Acquired Brain Injury (ABI)
Changes in a student’s physical well-being, cognition, emotional and psychosocial behaviors after a traumatic (TBI) or acquired brain injury (ABI) can stigmatize the child in school. Therefore, it is important to address all these areas within the education system through effective service coordination. The key to successful in-school service coordination is to help provide an enriching learning environment. Read More…
A Legislative History: Special Education Rights for students with brain injury
It is important to identify how children with disabilities, through the years, have lacked the support and services in relationship to special education services in public education. The educational rights and how they have evolved over the past decades for students with brain injury is an important legislative matter that needs to be addressed. Read more….
Educating Students with Brain Injury
Traumatic brain injury or TBI affects students in school
The highest incident rate of acquired brain injury or ABI directly corresponds to children in primary and secondary school settings. Despite this data, the Special Education Department still identifies traumatic brain injury or TBI as a low incident disability. This is quite troubling, especially since schools are the primary providers of services for children after brain injury, not medical facilities. Unfortunately, school professionals seldom possess the knowledge in regards to how best to educate these students. Currently, there is little known on how school systems are meeting the needs of this population. Read more….
In-School Strategies Can Help with Students with Memory after ABI
Compensatory strategies help students with cognitive deficits
There are many cognitive deficit issues that can challenge the education of the child or adolescent after acquired brain injury. These implications include memory loss, organizational problems, conceptual skills, problem-solving, the inability to multi-task, trouble concentrating or paying attention in the classroom, and word finding. Typically, most students with brain injury have inconsistent patterns of academic performance and/or uneven cognitive deficits. In order to provide the most pro-active learning environment for these students, teachers need to learn how to implement strategies that will help the child or adolescent learn to compensate for these deficits and surpass expectations. Read more…..
Attention Problems for Students with Brain Injury
Attention Issues after Traumatic Brain Injury (TBI)
Many students who are children and adolescents have difficulty with attention after sustaining a traumatic brain injury (TBI). This can have serious effects on their ability to pay attention in class, study effectively, do homework and succeed in school. Teachers can help these students improve attention by modifying their instructional techniques and helping students use compensatory strategies. Read more….
Behavioral Management Strategies for Children and Adolescents after TBI
Managing the behavior of students with traumatic brain injury (TBI) should always be based on the central principle of learning. The ultimate goal of improving a student’s behavior in school is to help the student learn and function in the classroom. Various behavior management strategies are often used interchangeably to achieve similar results. Techniques that center on a positive, learning principle have an A-B-C design (Antecedent, Behavior, Consequence). Read more….
Behavior Challenges after Acquired Brain Injury
How does brain injury affect behavior?
A brain injury can wreck havoc on a child or adolescent’s emotions, behavior and essentially their overall quality of life. Brain injury can cause behavioral, emotional and psychosocial changes and problems, issues that were not once there. A student can lack the cognitive skills to realize that behaviors are inappropriate. Sometimes the root of the behavioral issue deals with the student not having the social skills or ability to control their emotions. Read more….
What are Executive Functions?
How are executive functions affected by a brain injury?
One can not talk about executive functions without first mentioning the frontal lobe of the brain. The two systems are interchangeable. So when we speak of one, we can’t help but associate the other. The frontal lobe is responsible for relaying our higher level executive functions: planning, information processing, memory, judgment, initiation, abstraction, emotional regulation, inattentiveness, and self-awareness. Our executive functioning helps us to interpret nonverbal cues and control our inhibitions. It organizes our thoughts, ideas and behaviors. Our executive functions combine to create our consciousness and help to establish the foundation of who we are as individuals – how we are perceived by others in relationship to how we conduct ourselves in the world. Read more….
Students With Traumatic Brain Injury: The Challenge for Teachers and Schools
Traumatic brain injury is the leading cause of disability among children and youth. Students returning to school with traumatic brain injuries may have an entire range of physical, cognitive, behavioral, social and emotional challenges. Exposure to education can aid in the recovery of these functions. Much as schools promote learning, recovery is a re-learning process, so it is important for educators in the school system to provide support and services to students with brain injuries. Read more….
Changing Educational Systems
Students with traumatic brain injury in school
Students returning to school with traumatic brain injuries may have a variety of physical, cognitive, behavioral, social and emotional challenges. Recovery of function is typically enhanced through exposure to enriched environments like the education provided at schools. Just as schools promote learning, recovery after a brain injury is a re-learning process. This is why it is important to provide students with brain injuries access to appropriate supports and services by educators within the school system. Read more….