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Traumatic Brain Injury is often abbreviated by (TBI). It is when a brain injury is caused by an outside force and can cause short and long-term brain impairments.

1. Penetrating TBI - "an object pierces the skull...and enters the brain tissue." "Typically damages only part of the brain."

2. Non-penetrating TBI - "an external force strong enough to move the brain within the skull. Causes include falls, motor vehicle crashes, sports injuries, etc."

* Some injuries can cause both penetrating and non-penetrating TBI for an individual

https://www.ninds.nih.gov/health-information/disorders/traumatic-brain-injury-tbi

Individualized Education Plan (IEP) - A plan that is made to help support and the needs of qualifying students to make their education more accessible. This is often done by providing accommodations for the student.

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National Institute of Neurological Disorders and Stroke

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Harnessing the efforts of the many physicians and scientists working on developing better treatments for TBI requires everyone to collect the same types of information from people, including details about injuries and treatment results. To lay the groundwork for these studies, started the Common Data Elements project. This effort brings the research community together to develop data collection standards.

NIH research projects on TBI and other disorders can be found using NIH RePORTER, a searchable database of current and past research projects supported by and other federal agencies. RePORTER also includes links to publications from these projects and other resources.

Learn About Clinical Trials

Clinical trials are studies that allow us to learn more about disorders and improve care. They can help connect patients with new and upcoming treatment options.

For information about participating in clinical research visit NIH Clinical Research Trials and You . Learn about clinical trials currently looking for people with TBI at Clinicaltrials.gov .

Where can I find more information about traumatic brain injury (TBI)?

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A traumatic brain injury (TBI) can be caused by a forceful bump, blow, or jolt to the head or body, or from an object that pierces the skull and enters the brain. Not all blows or jolts to the head result in a TBI.

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Frequent Characteristics -

Physical:

Dizziness

Headache

Fatigue

Blurred Vision

Insomnia

Cognitive:

Short-term memory problems

Long-term memory problems

Attention deficits

Disorganization

Non-sequential thinking

Social/Emotional:

Mood swings or irritability

Anxiety

Depression

Restlessness

Lack of motivation

Educational:

Difficulty with multistep tasks

Problems remembering routines or schedules

Distractibility

Difficulty with long assignments

Difficulty with learning skills

Severe Cases -

Balance problems

Difficulty with gross motor skills

May lose speech and walking abilities

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Identification Services and Service Delivery

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Identification Services and Service Delivery

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According to the FDA, to identify a TBI, oftentimes a medical test is done to diagnose the injury. This typically "includes a neurological exam [that]...evaluates thinking, motor function (movement), sensory function, coordination, eye movement, and reflexes." Sometimes tests like CT and MRI scans are used, but they "cannot detect all TBIs." Once a TBI is determined, a severity is done. In addition, after a TBI is determined The National Library of Medicine states that a severity test includes "neuroimaging, assessing [the state of consciousness]...the presence of posttraumatic amnesia, and applying the Glasgow Coma Scale score."

https://www.fda.gov/consumers/consumer-updates/traumatic-brain-injury-what-know-about-symptoms-diagnosis-and-treatment#:~:text=A%20medical%20exam%20is%20the,scans%2C%20cannot%20detect%20all%20TBIs.

https://www.ncbi.nlm.nih.gov/books/NBK542595/#:~:text=Typical%20approaches%20to%20determining%20severity,the%20Glasgow%20Coma%20Scale%20score.

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Many students with a TBI may benefit from the same/similar accommodations as people with ADHD because a TBI may affect the student's ability to focus, remember information, or perform tasks and assignments properly.

Some accommodations the student may benefit from:

Repeated instruction

Verbal/visual cues

Note takers

Extended time for assignments and tests

Calculators

Organizers

Reduced noise/distraction-free environment

Checklist/To-do lists

*Students with TBI typically use a general education plan with added personal accommodations.

*Students may have an IEP in order to provide them with their necessary accommodations.

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Resource 1: National Level

The Brain Injury Association of America provides a resource center that allows individuals to select the category that they are affiliated with or would like to learn more about. One specific category is called "Being a Caregiver". This specific section of the website provides articles from other caregivers, and general articles about providing care to individuals with TBI.

https://www.biausa.org/public-affairs/media?category[]=Being%20a%20Caregiver

Resource 2: State Level

The North Carolina Department of Public Instruction provides resources for teachers to learn more about TBI and how students are supported throughout the school systems. It informs educators about the NC DPI School-Based Practice Advisory Council, which is made to supply teachers with necessary resources and individuals to reach out to in case they have questions or are looking for more information to support a student of theirs.

https://ncschoolpsychology.med.unc.edu/index.php/nctbi/

Resource 3: Local Level

Wake Med Cary Hospital provides support groups for Individuals with TBI and supports anybody, including educators, who also want to attend. People can share their personal stories and hear from others. This allows individuals to feel supported and have people to ask questions and learn information from.

https://www.wakemed.org/care-and-services/rehab-and-physical-therapy/support-groups/brain-injury-support-group

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Whether a student with traumatic brain injury is in elementary school or in college, transitioning back to school post-injury can be difficult on many levels.

Sometimes a student's traumatic brain injury goes undiagnosed or is misdiagnosed as a learning disability or behavioral problem. After all, problems from a brain injury can be similar to those related to a learning disability, so getting an accurate diagnosis can make all the difference. A correct diagnosis can lead to more a tailored - and successful treatment plan.

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Whether a student with traumatic brain injury is in elementary school or in college, transitioning back to school post-injury can be difficult on many levels. Sometimes a student's traumatic brain injury goes undiagnosed or is misdiagnosed as a learning disability or behavioral problem.

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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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1. Students with TBI may have slow processing...allow for extra time with verbal responses.

2. Using simple words and phrases that allow for easier processing.

3. Assistive technology for speech "ex. speech to text"

4. Can provide small social groups that can help with communication

5. Teach strategies to students so they know how to socially interact

6. Seat students next to peers who are outgoing and can help

https://spedsupport.tea.texas.gov/resource-library/understanding-traumatic-brain-injury/accommodations-and-strategies

https://www.cde.state.co.us/cdesped/accommodationsmanual_table_m#:~:text=Use%20pictures%2C%20photographs%2C%20visuals%20and,%E2%80%A2

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Accommodations and Strategies | Texas SPED Support

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Programming issues for students with TBI must focus on educational implications beyond the traditional curriculum. TBI often affects the areas of functioning listed below. The areas can overlap or interact with one another making it difficult to determine the most appropriate accommodations. The age of the student, the time since the onset of the injury, and the demands of the academic setting also may affect how each deficit impacts performance. In addition, the types of accommodations may change as the student recovers.

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Resource 1: National Level

The Brain Injury Association of America provides a toll-free number called the "National Brain Injury Information Center". It allows individuals to call and ask questions and receive necessary information. This can allow parents to ask their questions and receive the support they need.

https://www.nidcd.nih.gov/directory/brain-injury-association-america#:~:text=BIAA%20offers%20a%20toll%2Dfree,injury%20and%20local%20resources%20available.

Resource 2: State Level

The Brain Injury Association of North Carolina provides parents with educational articles/resources in addition to providing locations and information of support groups all over North Carolina.

https://www.bianc.net/wp-content/uploads/2024/09/Support-Group-List-9.16.2024.pdf

Resource 3: Local Level

Wake Med Cary Hospital provides support groups for Individuals with TBI and supports any family members who also want to attend. People can share their personal stories and hear from others. This allows individuals to feel supported and have people to ask questions and learn information from.

https://www.wakemed.org/care-and-services/rehab-and-physical-therapy/support-groups/brain-injury-support-group

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Raising a child with TBI can be a daunting job. How can you give your child the help that he or she needs while still maintaining some semblance of a normal life?

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Accommodations and strategies. Accommodations and Strategies | Texas SPED Support. (n.d.). https://spedsupport.tea.texas.gov/resource-library/understanding-traumatic-brain-injury/accommodations-and-strategies

Brain Injury Association of America . (2024, September 24). Brain Injury Association of America. https://www.biausa.org/

Brain Injury Association of North Carolina . (n.d.). Support Group list 7.15.2024. http://www.bianc.net/wp-content/uploads/2024/07/Support-Group-List-7.15.2024.pdf

Brain Injury Support Group. WakeMed. (n.d.). https://www.wakemed.org/care-and-services/rehab-and-physical-therapy/support-groups/brain-injury-support-group

Commissioner, O. of the. (n.d.). Traumatic brain injury: What to know. U.S. Food and Drug Administration. https://www.fda.gov/consumers/consumer-updates/traumatic-brain-injury-what-know-about-symptoms-diagnosis-and-treatment#:~:text=A%20medical%20exam%20is%20the,scans%2C%20cannot%20detect%20all%20TBIs.

Department of Education, C. (Ed.). (2015). Instructional accommodations for a student with a disability. CDE. https://www.cde.state.co.us/cdesped/accommodations

Makor, L. K. (Ed.). (n.d.). Traumatic Brain Injury . Psychological services in NC public schools. https://ncschoolpsychology.med.unc.edu/index.php/nctbi/

Sciences, N. A. of, Engineering, & and Medicine; Health and Medicine Division; Board on Health Care Services; Committee on the Review of the Department of Veterans Affairs Examinations for Traumatic Brain Injury. (2019, April 10). Diagnosis and assessment of Traumatic Brain Injury. Evaluation of the Disability Determination Process for Traumatic Brain Injury in Veterans. https://www.ncbi.nlm.nih.gov/books/NBK542595/#:~:text=Typical%20approaches%20to%20determining%20severity,the%20Glasgow%20Coma%20Scale%20score.

Smith, D. D., Tyler, N. C., & Skow, K. G. (n.d.). Introduction to Contemporary Special Education New Horizons (2nd ed.). Pearson .