Traumatic Brain Injury
Curt, Travis, and Christina
Recognizing a TBI
Definitions of Traumatic Brain Injury specify the following:
1. There is an injury to the brain caused by an external force.
2. The injury is not caused by a degenerative or congenital
condition.
3. There is a diminished or altered state of consciousness.
4. Neurological or neurobehavioral dysfunction results from the
injury.
Myths and Misconceptions
The following statements are FALSE:
• The degree of impairment correlates with the force of
impact.
• A "mild" brain injury will improve quickly.
• Children's brains are more adaptable and pliant, therefore
more resilient to the damaging effects of a brain injury.
• The younger the child, the more likley they won't suffer from
profound long-term effects.
• TBI impairments always show up right away.
Facts:
In the U.S. each year, 1.4 million people sustain a TBI.
• 50,000 of them die
• 235,000 are hospitalized
• 1.1 million are treated and
released from an emergency room
The most common form
of a TBI is a concussion.
Two groups at highest risk:
1.Newborn-4 years
2.15-18 years
Levels of TBI
Mild
Moderate
Severe
Glasglow Coma Scale
Eye opening
• Spontaneous = 4
• To speech = 3
• To painful stimulation = 2
• No response = 1
Verbal response
• Oriented to person, place, and
date = 5
• Converses but is disoriented = 4
• Says inappropriate words = 3
• Says incomprehensible sounds =
2
• No response = 1
Motor response
• Follows commands = 6
• Makes localizing movements to
pain = 5
• Makes withdrawal movements to
pain = 4
• Flexor (decorticate) posturing to
pain = 3
• Extensor (decerebrate) posturing
to pain = 2
• No response = 1
The severity of TBI according to the
GCS score (within 48 h) is as follows:
• Severe TBI = 3-8
• Moderate TBI = 9-12
• Mild TBI = 13-15
MN Eligibility Criteria
1. Medical Documentation
The student’s file must include:
Documentation by a physician of a medically verified traumatic brain
injury.
2. Functional Impairment
The student’s file must include documentation of a functional impairment
attributed to the TBI that adversely affects educational performance in at least
one of the following:
• intellectual or cognitive
• academic
• motor
• communication
• sensory
• social, emotional, or behavioral
• functional skills or adaptive behavior
Eligibility Criteria Cont..
3. Previously Existing Conditions
Verification that the student’s impairment is not primarily the result of
any previously existing conditions. Indicate that none of the following
contribute to a previously existing condition:
•
•
•
•
•
•
visual, hearing, or motor impairments
mental retardation
environmental or economic diadvantage
emotional or behavioral disorders
language or specific learning disabilities
cultural differences
Eligibility Cont...
4. Documentation
The student file must include documentation of functional impairment
through at least one of the following:
•
•
•
•
•
checklists
classroom or work samples
documented, systematic behavioral observations
educational/medical history
interviews with parent, student, & other knowledgeable individuals
Eligibility Criteria...continued!
5. Documentation
The student’s file must include documentation of functional impairment based on
at least one of the following:
•
•
•
•
criterion referenced measures
personality or projective measures
sociometric measures
standardized assessment measures
Leading Causes of TBI's according to
CDC:
Falls
28%
Motor vehicle crashes
20%
Being hit/colliding with an object
19%
Assaults
11%
Others
12%
TBIs and Sports:
Multiple Mild TBI's can lead to more severe stages. Example
Pierre-Marc Bouchard, Wild
1. http://www.youtube.com/watch?v=y8aO6VnZn40&feature=r
elated
2. http://www.youtube.com/watch?v=YE5sLZSMXyo
With the accumulating number of head injuries in sports many
are looking into the science of what goes into a hit and
how damage occurs.
• http://www.youtube.com/watch?v=fFkWTGKNLT8&feature=f
vst
Regarding educational performance, a
TBI may alter:
•
•
•
•
•
•
•
•
cognition
memory
language
attention
reasoning
abstract thinking
judgment
problem solving
• sensory or
perceptual and
motor disabilities
• psychosocial
behavior
• physical functions
• information
processing
• speech
Difficulties
It is often "invisible"
• People with TBIs in many cases look like everyone else
"If Alan were in a wheelchair or had a cast on his leg, people
would understand that something happened...no one can see a
broken brain."
Difficulties Cont.
People often overlook those with concussions or TBI's
believing they are only minor. Without knowing that the damage
done is actually quite extensive its just the signs haven't shown
up or are overlooked.
• http://www.youtube.com/watch?v=oY19-JI648Q
The area effected also changes the treatment method for TBI's
The level of severity also is a factor for TBI's in that each has a
different treatment and is met with different cautionary
techniques.
Personal Experiences/Stories
Curt
Travis
Christina
Others
Group Activity- Curt
Resources for Teachers
General Resources:
TBIED.org
Braininjuryguide.org
Quizzes to help improve memory:
http://www.braininjuryguide.org/quizzes/quizinstructions.html
Tools and resources for educators:
http://www.youtube.com/watchv=3_B1YJ9EpG0&feature=channel
Early injury later in the classroom
http://www.youtube.com/watch?v=LeCK_QXqcW8&feature=channel
Transition to Adult Life
http://www.youtube.com/watch?v=9XUUyvie6BQ&feature=channel
Sources
http://www.tbirecoverycenter.org/consequences.htm
http://education.state.mn.us/MDE/Learning_Support/Special_Education/Categorical_
Disability_Information/Traumatic_Brain_Injury/001752
http://education.state.mn.us/mdeprod/groups/Compliance/documents/Form/000845.pdf
https://www.braintrauma.org/tbi-faqs/
http://www.pbs.org/independentlens/lossofnamelessthings/tbi.html
Exceptional Learners: An Introduction to Special Education by Hallahan, Kauffman, &
Pullen
http://www.youtube.com/watch?v=YE5sLZSMXyo
http://www.youtube.com/watch?v=y8aO6VnZn40&feature=related
http://www.youtube.com/watch?v=fFkWTGKNLT8&feature=fvst