This paper provides an overview of traumatic brain injury (TBI), including incidence, definition, characteristics, assessment and identification, remediation, teacher responsibility, and parent involvement. It discusses the eligibility of students with TBI to receive appropriate and related services in school under the Individuals with Disabilities Education Act, and the need to understand cognitive and behavioral characteristics of children with TBI to be able to provide appropriate services. These characteristics include reduced stamina, significant motor or balance problems, seizures, headaches, hearing and vision losses, lack of impulse control, memory loss, attention and concentration problems, and problems with psychosocial adjustment. Academic problems that children with TBI might have are also described, particularly problems with arithmetic, reading comprehension, and language impairments. The effects of TBI on children at different ages are also explained, as are the differences between students with TBI and students with learning disabilities. The assessment of children with TBI is discussed and strategies are provided for educators helping children with TBI transition. Successful behavior modification strategies include immediate feedback, intermittent reinforcement, visual cueing, and verbal prompting. The need for teachers to individualize instruction in order to help children with TBI learn successfully is emphasized. (Contains 30 references.) (CR)
Master's Research Paper, Chicago State University.