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National(http://cidd.unc.edu/docs/tbi/TBI%20Resources%20for%20Educators.pdf?fbclid=IwAR2WnBrs0JySOGmRRP3C2hRsWXuO7FIG4iZM5wi-wRNOPqy3E1bP1Gm8oZg):  This source listed multiple websites and organizations that help teachers who are teaching students with TBI. It is a 3 paged pdf that has a brief description of what each website is used for.
State (https://www.dpi.nc.gov/districts-schools/classroom-resources/exceptional-children/educational-resources/traumatic-brain-injury): This source provides information about Traumatic Brain Injury for educators, parents, and school psychologists on the NC DPI Registry of Approved Providers.
Local (https://greenvillelearningcenter.org/): The Greenville Learning Center here in Pitt County is non-profit center for students with learning disabilities who implement their services for teachers to reach out or recommend students to participate in.

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National (Resources For Children and Families – Psychological Services in NC Public Schools (unc.edu): The Brain Injury Association of America created a pamphlet specifically for families and caregivers of children with traumatic brain injuries. This covers topics including hospitalization; recovery; returning to school; returning to work; and programs to assist with health services.

State (North Carolina – Traumatic Brain Injury): This source has 3 resources located in North Carolina for parents to use with children who have TBI. The website includes Disabilities Rights Center as well as the Department of Human Services locations that focus on mental health.

Local (Brain and Nervous System (for Teens) - Vidant Medical Center (kidshealth.org): Located here in Greenville, North Carolina, Vidant Medical Center (now ECU health) offers a variety of resources for parents who have children in the hospital with a brain injury. This site breaks down the definitions related to TBI's and the local resources to help.

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Traumatic brain injury usually results from a violent blow or jolt to the head or body. An object that goes through brain tissue, such as a bullet or shattered piece of skull, also can cause traumatic brain injury.

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Behavior Management and Social Strategies, Adaptations, or Accommodations: 

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Behavior Management and Social Strategies, Adaptations, or Accommodations: 

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Social Skills: Taking turns in conversation, staying focused on the topic and listening to others
Family: Be patient with your loved one, help your loved one become organized, get them out of the house, and provide a sense of normalcy and structure to their life

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Trauma and Behavior Part 1: "How Trauma Affects the Brain"

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Some accomidations included:

Allow additional time to complete in-class assignments

Allow for extra or extended breaks

Provide student with instructor’s notes or help student obtain quality notes from other students

Allow student to audio record lectures for later playback

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The long-term effects of brain injury can be catastrophic for students at any level. Early on, students with the most severe injuries are unable to attend school. Some require home schooling until they recover enough to travel and attend classes with other students.

Research shows that brain injury often harms basic cognitive abilities such as memory, learning, attention and concentration, word finding, and visual perception. Injury can also harm important academic abilities such as reading, arithmetic reasoning, vocabulary, writing, and spelling. Parents and students often worry about falling grades and failure. Concerns about passing the school year, graduating high school, or graduating from college with a degree are often expressed.

Frequent complaints from students with brain injury include:

I study for twice as long as I used to, but I'm doing much worse.

I can't remember anything I read no matter how many times I re-read the same thing.

I study hard and feel like I know the material. Then I go into the test and can't come up with the answers.

Essay exams are murder. I need 20 minutes to think of what I want to say and then the time has run out.

I get so tired I can barely get through the school day. At night, I'm just too tired to do my homework.

I'm so distracted. I can pay attention for five minutes and then my mind wanders.

I go to every class, but nothing sinks in.

Most of the time, school systems are very willing to provide accommodations to students with brain injury. "What are accommodations?" you might ask. Accommodations are special services or arrangements designed to help survivors overcome and offset injury related limitations.

Students and parents often don't know that many kinds of accommodations are available to help students succeed. Many are also unaware of what accommodations are appropriate and reasonable for them. Having a thorough evaluation of academic and cognitive abilities is a first step toward understanding a student's special needs. Evaluations can be performed by neuropsychologists, educational psychologists, and school psychologists. Students and parents are encouraged to seek an experienced brain injury professional who can thoroughly document academic strengths, limitations, and recommended accommodations. Nearly all schools require documentation of disability and recommendations in order to provide accommodations.

To help you understand what accommodations might be appropriate for you or your student, we have prepared a partial list of commonly recommended accommodations on the next page. Talk to the psychologist or educational specialist helping you to determine what is best for your situation.
Classroom Accommodations:

Allow additional time to complete in-class assignments

Allow for extra or extended breaks

Provide student with instructor's notes or help student obtain quality notes from other students

Allow student to audio record lectures for later playback

Provide both oral and written instructions; clarify instructions

For lectures, provide student with an outline or study guide when available

Allow use of a portable computer with spelling and grammar checks for assignments and note-taking

In grading work, reduce emphasis on spelling and grammatical errors unless it is the purpose of the assignment

Permit referencing a dictionary or thesaurus for assignments

Provide preferential seating at or near the front of the classroom

Reduce quantity of work required, in favor of quality.

Avoid placing student in high pressure situations (e.g., short time frames, extensive volume of work; highly competitive)

Exempt student from reading aloud in front of classmates because of impaired reading skills.

Test Accommodations:

Allow additional time to complete tests.

Provide for completion of tests in a quiet, individual environment with the goal of minimizing distractions.

Administer long examinations in a series of shorter segments with breaks allowed between sections.

Allow oral examinations and assist student in having responses scribed, as needed.

Assess knowledge using multiple-choice instead of open-ended questions.

Allow student to clarify and explain responses on exams (and assignments).

Permit student to keep a sheet with mathematic formulas for reference, unless memorizing the formulas is required.

Permit student's use of a calculator.

Permit the student to utilize a dictionary and thesaurus in writing test responses.

If two exams are scheduled on the same day, allow student to reschedule one for another day.

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Accommodations Guide for Students with Brain Injury | BrainLine

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A brain injury can often harm a student's important academic abilities like reading, arithmetic reasoning, vocabulary, writing, and spelling. Learn what accommodations are available in school to help.

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Infants and young children with brain injuries might not be able to communicate headaches, sensory problems, confusion and similar symptoms.

Change in eating or nursing habits

Unusual or easy irritability

Persistent crying and inability to be consoled

Change in ability to pay attention

Change in sleep habits

Seizures

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Accommodations guide for students with Brain Injury. BrainLine. (2018, August 15). Retrieved October 18, 2022, from https://www.brainline.org/article/accommodations-guide-students-brain-injury

Mayo Foundation for Medical Education and Research. (2021, February 4). Traumatic brain injury. Mayo Clinic. Retrieved October 18, 2022, from https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/diagnosis-treatment/drc-20378561

Social Skills after traumatic brain injury. Social Skills After Traumatic Brain Injury | Model Systems Knowledge Translation Center (MSKTC). (n.d.). Retrieved October 18, 2022, from https://msktc.org/tbi/factsheets/social-skills-after-traumatic-brain-injury#fsmenu7

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Identification Procedures and Service Delivery:  

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Identification Procedures and Service Delivery:  

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Healthcare providers use different tests and measures to diagnose TBI like: Imaging testing, Glasgow Coma Scale, Blood test, and measurements of levels of TBI.

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Physical Symptoms: Headache, nausea, dizziness, and fatigue

Sensory Symptoms: blurred vision, ringing in the ears, a bad taste in the mouth or changes in the ability to smell, sensitivity to light or sound

Cognitive Symptoms:
memory or consentration issues, loss of consciousnessfor a few moments, difficulty sleeping/sleeping too much