Enhancing the Schooling of Students with Traumatic Brain Injury

Keyser-Marcus, Lori; Briel, Lori W.; Sherron-Targett, Pam; Yasuda, Satoko; Johnson, Susan D.; Wehman, Paul

doi:10.1177/004005990203400409

Cited by 16 publications

(4 citation statements)

References 8 publications

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“…[23][24][25][26][27] For example, data from the TBI Model Systems indicates that while 59% of those who sustained TBI were competitively employed, only 23% were competitively employed at 1 year postinjury. 28 Since minorities are more likely to be affected by TBI, the issue of employment of minorities with TBI is of increasing importance.…”

Section: Employment For Minority With Tbimentioning

confidence: 99%

Helping Persons With Traumatic Brain Injury of Minority Origin

Wehman

Targett²,

Yasuda³

et al. 2007

Journal of Head Trauma Rehabilitation

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Racial and ethnic minorities have a disproportionately high rate of disability compared to white Americans, with African and Hispanic Americans overrepresented in all disability categories. Subsequently, the demand for quality employment and rehabilitation services for individuals with disabilities from minority racial or ethnic groups is increasing. In order to meet the increasing demands of minorities who are severely impaired, vocational rehabilitation professionals and other team members assisting those with traumatic brain injury (TBI) with employment need to become familiar with effective models of service delivery. This article reviews the literature related to return to work following TBI for minorities. A brief review of the supported employment for TBI and supported education literature is also provided. Afterwards, 2 case studies, illustrating the effectiveness of supported employment and educational services, are offered to show how minority individuals with severe TBI can return to work or college postinjury, when services are individualized to meet personal needs.

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Section: Employment For Minority With Tbimentioning

confidence: 99%

Helping Persons With Traumatic Brain Injury of Minority Origin

Wehman

Targett²,

Yasuda³

et al. 2007

Journal of Head Trauma Rehabilitation

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“…Students with TBI often exhibit behavioral difficulties, particularly in the areas of inattention and task completion. Traditional behavioral approaches in the form of positive reinforcement of appropriate on-task behavior, nonverbal cueing of responses, and regular verbal feedback, as well as environmental considerations reducing the presence of external distractions, are likely to create the optimal learning environment for the middle or high school student with TBI (Arroyos-Jurado & Savage, 2008;Keyser-Marcus et al, 2002). Once teachers gather data on specific behavioral concerns, the entire team (including parents) needs to create a clear and consistent way to deal with specific behavior patterns that emerge.…”

Section: Practical Solutionsmentioning

confidence: 99%

Getting My Bearings, Returning to School

Schilling¹,

Getch²

2012

TEACHING Exceptional Children

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Consider three adolescents who recently suffered traumatic brain injury (TBI), and put yourself in their positions as they face academic, social, and behavioral challenges. This article examines five case examples, but for now, let's look at Angelica, who received a direct blow to the head and has difficulty organizing her day. She received a "tardy" because she was late to a class, and decided she would rather take punishment than be perceived as confused. Another student, Sarah, was injured in a car accident and has trouble staying on task. Her grades have suffered, and she gives the impression of wasting time, rather than not succeeding. A third student, Rodney, a good student before his injury from a rock climbing fall, has behavioral issues, making inappropriate remarks in class and wandering around. All of these students, and many like them, can be helped. Strategies and solutions include providing the students with regular breaks from routines, supplying outlines of lectures and content of classes, and giving alternative assessments. When educators reuse or retool the strategies that have worked with many other students with disabilities, students with TBI benefit.

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“…The main objective was to develop supporting information material with consideration for post-TBI individuals’ impaired comprehension ability and specific design needs. This involves, for example, repeating the information and adding visual cues to support the retention of information [ 32 ]. A detailed description of the cocreation approach, including the choices of form and content for the different tools, is provided elsewhere [ 33 ].…”

Section: Introductionmentioning

confidence: 99%

Traumatic Brain Injury and Sexuality: User Experience Study of an Information Toolkit

Marier-Deschênes¹,

Gagnon²,

Déry³

et al. 2020

J Participat Med

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Background After having sustained a traumatic brain injury (TBI), individuals are at risk of functional impairments in information processing, abstract reasoning, executive functioning, attention, and memory. This affects different aspects of communicative functioning. Specific strategies can be adopted to improve the provision of health information to individuals with TBI, including the development of written materials and nonwritten media. Objective A user-centered design was adopted to codevelop four audiovisual presentations, a double-sided information sheet, and a checklist aimed at informing individuals about post-TBI sexuality. The last phase of the project was the assessment of the user experience of the information toolkit, based on the User Experience Honeycomb model. Methods Overall, two small group discussions and one individual semistructured interview were conducted with individuals with moderate to severe TBI. Results The participants mentioned that the toolkit was easily usable and would have fulfilled a need for information on post-TBI sexuality during or after rehabilitation. They mostly agreed that the minimalist visual content was well-organized, attractive, and relevant. The information was easily located, the tools were accessible in terms of reading and visibility, and the content was also considered credible. Conclusions Aspects such as usability, usefulness, desirability, accessibility, credibility, and findability of information were viewed positively by the participants. Further piloting of the toolkit is recommended to explore its effects on the awareness of the potential sexual repercussions of TBI in individuals and partners.

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Enhancing the Schooling of Students with Traumatic Brain Injury

Abstract: Here are some startling facts about traumatic brain injury (TBI): • More than 1 million U.S. children are identified each year with TBI.62 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

Cited by 16 publications

References 8 publications

Helping Persons With Traumatic Brain Injury of Minority Origin

Helping Persons With Traumatic Brain Injury of Minority Origin

Getting My Bearings, Returning to School

Traumatic Brain Injury and Sexuality: User Experience Study of an Information Toolkit

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