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Traumatic Brain Injury

This presentation provides an introduction to the topic of traumatic brain injuries, as well as appropriate teaching modifications and activity suggestions.

Carolyn Stewart

on 23 October 2012

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Transcript of Traumatic Brain Injury

Traumatic Brain Injury Presented by: the Jumping Beans Traumatic Brain Injury TBI Continued... Consequences Teaching Tips Activities Common Characteristics Adam's Story Any injury to the head that results in minor to serious brain injury, and is characterized by permanent brain damage. Two types of TBI:
Open- injury caused by a protruding lesion, resulting in an open wound.
Closed- injury caused by an activity that did not cause any outward, visible injury (most common). People who have sustained a traumatic brain injury, often have a psychomotor profile similar to people suffering from Cerebral Palsy. Excessive muscle tone
Disturbance or lack of balance/ agility
Possible hemiplegia
Visual motor deficits
Cognitive difficulties
Abnormal reflexes
Speech Apraxia
Change in personality
Poor/ inappropriate social skills
Lack of judgment
Thermoregulation disorders Each student should be evaluated and treated separately; any modification should be made in accordance to the level of brain injury. TBI is currently the leading cause of disability for persons under age 35. Typically over half of children with TBI have some degree of permanent spasticity and/or ataxia (types of CP). Causes:
Motor Vehicle Accident
Bicycle Accident
Sport-related injuries • Avoid activities involving contact or could lead to contact with the head.
• Avoid activities such as quick, jumping movements
• Allow extra time and a wider area on agility exercises.
• Use repetition and provide frequent reinforcement and feedback.
• Use bright and contrasting objects when used as targets.
• Use visual demonstrations and physical prompts when possible. "If you can dream it, you can do it."
-Walt Disney Hearing, memory, Categorization and identification of objects Balance, reflexes, voluntary movements Vision,
recognition Touch perception, manipulation of objects, sensory integration, involuntary movements Emotional response, expressive language, word association, and judgment Cerebellum Occipital Temporal Parietal Frontal Static Stretching Flexibility
Relaxation technique
Body awareness Role Playing encourages proper social interactions and introduces new, possibly confusing, situations Movement Exploration Encourages self-direction, self- monitoring, increased body awareness, strengthens large and small muscle groups Non-Verbal Games and Activities Improve recognition, memory, and characterization of objects Special Olympics
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