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This is a major problem teachers may see in students who have traumatic brain injury. The more severe the injury, the more likely students will see behavioral problems.The most common behavioral problems shown in children are aggression and noncompliance.
The two types of aggression shown are:
-Impulsive, unprovoked aggression or episodic dyscontrol. This is when a student randomly acts in a violent way.
-Overreactions to situations due to poor emotional control is also common. Students seem more irritable and the behaviors are more provoked. Situations seem to be more emotionally responsive.
Students may be more noncompliant with their teachers and struggle to follow directions or listen in class.

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Standard educational assessments are not accurately able to assess students with TBI. Neurological assessments are the best option when assessing TBI in students. These types of tests assess students on many different areas. Below is each area a neuropsychological assessment tests and an example of each:

Intelligence- Kaufman Assessment Battery for Children

Achievement- Woodcock Johnson Achievement Tests

Language- Peabody Picture Vocabulary Test

Memory- Wide Range Assessment of Memory and Learning

Attention- Continuous Performance Test

Mental Flexibility and Concept Formation- Stroop Color and Word Test

Visual Functions- Motor-Free Visual Perception Test

Motor Functions- Grooved Pegboard Test

Social and Adaptive Behavior- AAMD Adaptive Behavior Scales

Personality- Personality Inventory for Children

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Glang, Ann, et al. “Validated Instructional Practices: Application to Students with Traumatic Brain Injury.” Head Trauma Rehabilitation, 2008, www.researchgate.net/profile/Ann_Glang/publication/51424340_Validated_Instructional_Practices/links/59fe9437aca272347a27f349/Validated-Instructional-Practices.pdf.

Kehle, Thomas J, et al. Interventions for Students with Traumatic Brain Injury. 2016, citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1004.1297&rep=rep1&type=pdf .

Menon, David K, et al. “Position Statement: Definition of Traumatic Brain Injury.” Archives of Physical Medicine and Rehabilitation, 2010, www.archives-pmr.org/article/S0003-9993(10)00650-7/fulltext.

Goldman L, et al., eds. Traumatic brain injury and spinal cord injury. In: Goldman-Cecil Medicine. 25th ed. Philadelphia, Pa.: Saunders Elsevier; 2016. https://www.clinicalkey.com. Accessed March 24, 2020

Katz, R., & Kennedy, M. R. T. (2002). Evidence-based practice guidelines for cognitive-communication disorders after traumatic brain injury: initial committee report. (ANCDS Bulletin Board). Journal of Medical Speech - Language Pathology, 10(2), ix+. Retrieved from https://link.gale.com/apps/doc/A94207649/HRCA?u=fl_program&sid=HRCA&xid=191f579d

Mateer, C., & Sira, S. C. (2002).
Cognitive and emotional consequences of TBI: Intervention Strategies for vocational rehabilitation. Retrieved from
https://www.researchgate.net/profile/Claire_Sira/publication/6446283_Cognitive_and_emotional_consequences_of_TBI_Intervention_strategies_for_vocational_rehabilitation/links/55da8f9908aec156b9ae7c53.pdf

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TBI is a serious public health problem and is estimated to affect approximately 10 million people worldwide per year.
TBI is also one of the most common long-term disabilities in children.

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Increased loss of consciousness

Any loss of memory from after the traumatic event took place

Neurological deficits (EX: vision change, loss of balance, weakness, paralysis, sensory loss etc)

Any alterations to a person's mental state of mind (EX: confusion, disorientation etc)

Typically caused by trauma to a person's head (EX: being hit in the head by an object, running into an object head on, etc)

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Other Common Problems Teachers May See in the Classroom

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Other Common Problems Teachers May See in the Classroom

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-Teachers may see students have problems with motor, language, cognitive, health and achievement skills.
-Students may be falling behind in class and often times be placed into special education programs in order to better fit their needs.

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Timing is the most important part of assessment. It is crucial to assess a student as soon as possible after traumatic brain injury. The sooner the assessment, the better the plan to accomodate.

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IEPs are very helpful when assessing students with TBI. They can evolve with the child and are frequently reviewed and changed to accommodate the student best.

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It is important to frequently assess students with TBI to track any student progress. This allows teachers to be aware of any accomplishments and for changes in the intervention when needed. Frequent assessment may be done through Routine Probing.

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This type of intervention is used to assist a person with a TBI in their social skills. Similar therapy has been seen in people with autism and is used to help recognize and interpret facial expressions and emotions in others.

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This is training specifically geared towards improving attention and memory in a person with a TBI. These specific interventions are designed to improve attention and lend themselves well to a cognitive behavioral framework of treatment delivery

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Something that can be extremely beneficial for teachers to implement in a classroom to accommodate their students with TBI is external reminders. This has been shown to help memory in people with this type of disability. External reminders can include posted lists, labeled file cabinets, of passive cues such as alarms, timers, and computer-based reminder programs.

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Since one of the symptoms of a TBI is problems with sleep and attention it has been recommended to allow the student to have frequent breaks or even scheduled naps to optimize their work habits. It is also important for a teacher to schedule classwork at a time when the student is most awake or able to focus

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Cognitive behavioral therapy is based on the principle that self-talk and self-belief influences one's mood and behavior. This form of intervention is specifically for the symptom related to mood is and used to allow for a student to self-regulate their mood in the classroom.

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Provide clear and consistent directions for your students that can only be interpreted in one way.
Give the student clear directions on what they need to accomplish and how they will be assessed.

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Behavioral problems have been associated with people with TBI. These behavioral or mood problems can present themselves in the form of anxiety and depression or in the form of angry outburst or frequent changes in mood.

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One of the main symptoms associated with this disability. People who are experiencing a TBI often have to undergo memory restorative therapy to help increase their memory. Some of the problems with memory can stem from lack of attention which is also a symptom of the disability

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Blurred vision, ringing in the ears, a bad taste in the mouth, or changes in the ability to smell

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People who have a TBI have reported differing sleep related problems. Difficulty with sleeping or more sleeping than usual have both been reported.

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Specifically facial recognition. People with a TBI have a harder time recognizing facial expressions and emotion perception which contributes to the social problems related to this disability.

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Difficulties in communication and social relationships:

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Difficulties in communication and social relationships:

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The negative effects of TBI on a person's interpersonal and social functioning include impaired empathy, poor relationships, low social participation, and high family stress.

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Traumatic brain injury is characterized by alteration to brain function, or other evidence of brain pathology caused by an external force