1. TRAUMATIC BRAIN INJURY
Karen Pinkston
&
Amber Underwood

2. Definition
Traumatic Brain injury is damage to the
brain as a result of an injury.

3. Rates
•Theestimated rate of occurrence is
618 per 100,000.
•A few common causes are sports
injuries, vehicle accidents, falls,
violence, or construction.

5. CHARACTERISTICS
Behavioral characteristics could include:
memory deficits
confusion
cognitive processing issues
frustration
loss of impulse control
chemical imbalance in brain that may causes mood changes

6. PHYSICAL CHARACTERISTICS
Physical Characteristics all depend on the severity of
the injury.
They could include anything from vomiting, nausea,
problems with motor coordination, headaches,
difficulty awakening, slurred speech, blurred or loss
of vision, pupil dilation, fatigue, convulsions, or even
death.

7. EDUCATIONAL NEEDS
•Early intervention to help with difficulty in memory.
•Extra time to process the information because of
their short attention span.
•Identification of skills, knowledge, and capabilities.
•Help with educational skills.
•Realistic goals.
•Guidance in problem solving.

8. EDUCATIONAL NEEDS CONT.
•Material should be presented orally or with more
pictures.
•The child needs to be allowed to respond in various
ways, such as pointing or verbally.
•They should be allowed resting opportunities.
•They need adaptations and flexibility in leaving the
classroom.

9. ORGANIZATIONS
National
Association of
Brain Injury
State Head
Association
Injury
Administration
Brain Injury
Brain Trauma
Association of
Association
America

10. RESOURCES
•Traumatic Brain Injury: A guidebook for
Educators(1995) Reprinted 2002
•Description: TBI Educational Network: A
Representative Network
•Betty Clooney Foundation
www.bcftbi.org/resouces
•Center for Nuero Skills
www.nueroskills.com

11. RESOURCES FOR THE PARENT
•Brain Injury Resource Center
www.headinjury.com/families
•Family Caregiver Alliance
www.caregiver.org
•www.headinjury.com/families

12. WAYS TO HELP IN THE CLASSROOM
•Children should be allowed to sit in the front of
the class to avoid distractions.
•Color-code material for each class on an index
card
•Supply needed breaks, including nurses office to
rest
•They should be allowed more time to complete
work. It may take two or three times more to
process than before injury.

13. BIBLIOGRAPHY
•www.mayoclinic.com/health/traumatic_brain_injury
• www.biomedcentral.com
•www.emsc.nysed.gov/specialed/tbc
•www.braininjury.com
•http://speech-language-pathology-
audiology.advanceweb.com/Article/Classroom-
strategies-Help-Students-with-TBI