{"id":97,"date":"2015-04-06T13:56:20","date_gmt":"2015-04-06T17:56:20","guid":{"rendered":"http:\/\/www.stjohns.k12.fl.us\/ese\/?page_id=97"},"modified":"2024-05-29T14:51:46","modified_gmt":"2024-05-29T18:51:46","slug":"tbi","status":"publish","type":"page","link":"https:\/\/www.stjohns.k12.fl.us\/ese\/programs\/tbi\/","title":{"rendered":"Traumatic Brain Injury"},"content":{"rendered":"

FL DOE TBI Information<\/a><\/p>\n

Florida Definition of TBI-
\nAn insult to the skull, brain, or its covering, resulting from external trauma, which produces an altered state of consciousness or anatomic motor, sensory, cognitive, or behavioral deficits.
\nFL statue 381.745<\/p>\n

Individuals with Disabilities Education Act definition-
\nA TBI is an acquired injury to the brain caused be an external physical force, resulting in total or partial functional disability or psychosocial impairment or both, that adversely affects a child\u2019s educational performance.<\/p>\n

More than one million children receive brain injuries each year. More than 30,000 of these children have lifelong disabilities as a result of the brain injury.<\/p>\n

The signs of brain injury can be very different depending on where the injury occurred, and the severity of the event.<\/p>\n

Communication and cooperation between parents and teachers are key ingredients in furthering the progress of students with a TBI. The re-adjustment process and the ultimate success of the injured student in school and in the community are vital for future achievement and personal satisfaction. It is the responsibility of all those involved to search out every available means to further these ends.<\/p>\n

 <\/p>\n

Websites<\/strong><\/p>\n

Exceptional Education Eligibility for Students who are Physically Impaired with Traumatic Brain Injury Rule:https:\/\/www.flrules.org\/gateway\/RuleNo.asp?ID=6A-6.030153<\/a><\/p>\n

Brain Injury Association of Florida, Inc.:https:\/\/www.braininjuryfl.org\/<\/a><\/p>\n

www.helmut.com<\/a> for kids
\n<\/span><\/p>\n

National Dissemination Center for Childrens with Disabilities (NICHCY):nichcy@aed.org<\/a><\/p>\n

Centre for Neuro Skills: www.neuroskills.com<\/a><\/p>\n

Special Education Guide: www.parentpals.com<\/a><\/p>\n

Lash & Associates Publishing: www.lapublishing.com<\/a><\/p>\n

Teacher Information<\/strong><\/p>\n

Top 10 Classroom Technology Strategies: http:\/\/info.fldoe.org\/docushare\/dsweb\/Get\/Document-3061\/K122005-80a.pdf<\/a><\/p>\n

Contacts<\/strong><\/p>\n

Kelly McDaniel
\nDept of Health, Childrens Medical Services
\nBrain & Spinal Cord Injury Program
\n850-245-4444
\nKelly_McDaniel@doh.state.fl.us<\/a><\/p>\n

Department of Education
\nProgram Specialist for Students with TBI
\nElise Lynch
\nElise.lynch@fldoe.org<\/a><\/p>\n

 <\/p>\n

Tips for Parent<\/strong><\/h2>\n

Work with the medical team to understand your child\u2019s injury and treatment plan. Don\u2019t be shy about asking questions. Tell them what you know or think.<\/p>\n

Keep track of your child\u2019s treatment. Write down any of the information that doctors, nurses, therapists, and others have to share.<\/p>\n

Talk to other parents whose children have TBI. There are parent groups all around the state.<\/p>\n

Keep in touch with your child\u2019s teacher. Tell the teacher about how your child is doing at home. Ask how your child is doing in school.<\/p>\n

Tips for Teachers<\/strong><\/h2>\n

Find out as much as you can about the child\u2019s injury and his\/her present needs.<\/p>\n

Give the student more time to finish tests and schoolwork.<\/p>\n

Give directions one step at a time. For multi-step tasks, write the directions down.<\/p>\n

Show the student how to perform new tasks. Find examples to go with new ideas and concepts.<\/p>\n

Have consistent routines. This helps the student know what to expect. If the routine is going to change, let the student know ahead of time.<\/p>\n

Check to make sure that the student has actually learned the new skill. Give the student lots of opportunities to practice the new skill.<\/p>\n

Show the student how to use an assignment book and a daily schedule. This helps the student get organized.<\/p>\n

Realize that the student may get tired quickly. Let the student rest as needed.<\/p>\n

Reduce distractions.<\/p>\n

Keep in touch with the student\u2019s parents. Share the information about how the student is doing at home and at school.<\/p>\n

Be flexible about expectations. Be patient. Maximize the student\u2019s chance for success.<\/p>\n

Understand that as a student grows, there may be new problems that develop. The damage to the brain from an earlier injury can make it hard for the student to learn new skills that come with getting older.<\/p>\n

Student Checklist<\/strong><\/h2>\n

When a student re-enters school the challenge is for the teacher to recognize the extent of academic and social problems before school failure damages the student\u2019s confidence. Seen individually, the student\u2019s errors may look just like the errors other children make. It is the pattern of errors that is distinctive. To assess this pattern, the teacher can complete a checklist to identify the problem behaviors.<\/p>\n

Speech & Communication <\/strong>
\nUneven cadence of speech
\nReduced breath control
\nDramatic softness\/loudness of voice (difficulty modulating volume)
\nSlurred speech
\nUnusual tones of speech
\nImpaired ability to interpret sounds
\nWay of expressing self is confusing (not sure what he\/she is trying to say)
\nStarts to talk before figuring out what to say
\nTalks excessively, utterances are too long, monopolizes or goes off on tangents<\/p>\n

Verbal & Written Comprehension<\/strong>
\nUnable to extract meaning from words and sentences
\nUnable to read nonverbal communications
\nConfused by lecture format
\nMisunderstands verbal instructions
\nMakes errors when given verbal instructions<\/p>\n

Organization<\/strong>
\nDiminished awareness
\nLack of awareness when activities are changed
\nDifficulty moving between classes
\nNot in seat for start of class
\nMaterials are not out and ready
\nNeeds to have assignments repeated does not attempt to write down assignments
\nAssignments not turned in on time
\nNeeds special cueing to turn assignments in on time
\nHomework not submitted
\nExcuse for not turning in homework
\nUnable to take notes
\nFails to complete in-class assignments
\nPuts papers in wrong sections of notebook
\nLeaves personal belongings in the classroom
\nLate in leaving the class<\/p>\n

Information Processing<\/strong>
\nDisorganization of thought
\nLeaving things behind
\nLosing one\u2019s way
\nDecision-making is slow
\nExcessive asking for teacher\u2019s guidance, directions, and approval
\nWorking very slowly<\/p>\n

Behavior<\/strong>
\nTalks out of turn or at inappropriate times
\nViolates classroom rules
\nOut-of-control behavior
\nEmotional outbursts
\nStands up or leaves desk or room at inappropriate times
\nOff-task behavior during reading or testing
\nPassive and unresponsive
\nShows excess emotions
\nDepression
\nLoss of friends
\nArgumentative with teacher
\nArgumentative with peers
\nUncooperative
\nDisobedient
\nName calling
\nRefuses to attempt tasks or makes only half-hearted attempt
\nWithdrawn from peers\/isolated<\/p>\n

Physical<\/strong>
\nImpaired balance and coordination
\nSloppy writing
\nFatigues easily
\nHeadaches<\/p>\n

Academic<\/strong>
\nRetains less content than peers
\nRequires more time to learn
\nNeeds cues to recall information
\nExhibits difficulty comprehending information he\/she knew previously
\nHas difficulty completing tasks
\nExhibits difficulty copying from the chalkboard
\nHas difficulty finding way around the school<\/p>\n","protected":false},"excerpt":{"rendered":"

FL DOE TBI Information Florida Definition of TBI- An insult to the skull, brain, or its covering, resulting from external trauma, which produces an altered state of consciousness or anatomic motor, sensory, cognitive, or behavioral deficits. FL statue 381.745 Individuals with Disabilities Education Act definition- A TBI is an acquired injury to the brain caused […]<\/p>\n","protected":false},"author":429,"featured_media":0,"parent":4,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"default","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-97","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.stjohns.k12.fl.us\/ese\/wp-json\/wp\/v2\/pages\/97","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.stjohns.k12.fl.us\/ese\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.stjohns.k12.fl.us\/ese\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.stjohns.k12.fl.us\/ese\/wp-json\/wp\/v2\/users\/429"}],"replies":[{"embeddable":true,"href":"https:\/\/www.stjohns.k12.fl.us\/ese\/wp-json\/wp\/v2\/comments?post=97"}],"version-history":[{"count":6,"href":"https:\/\/www.stjohns.k12.fl.us\/ese\/wp-json\/wp\/v2\/pages\/97\/revisions"}],"predecessor-version":[{"id":2816,"href":"https:\/\/www.stjohns.k12.fl.us\/ese\/wp-json\/wp\/v2\/pages\/97\/revisions\/2816"}],"up":[{"embeddable":true,"href":"https:\/\/www.stjohns.k12.fl.us\/ese\/wp-json\/wp\/v2\/pages\/4"}],"wp:attachment":[{"href":"https:\/\/www.stjohns.k12.fl.us\/ese\/wp-json\/wp\/v2\/media?parent=97"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}