Behavior after Brain Injury Changes and Challenges

Behavior after Brain Injury Changes and Challenges

Nina M. Marchese, Andrea Potoczny-Gray and Ron Savage, Ed.D.
Information for schools and teachers on effects of brain injury on behavior in children and students at home and in school.
Item: BABI
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Full Description

Information gives tips for rehabilitation programs and schools on changes in behavior after brain injury in children and students.

Explains antecedent management of behavior for students with brain injury and shows why traditional behavior management approaches are ineffective. Gives checklist for identifying changes in behavior, defining behavior, assessing behavior, evaluating behavior, and using successful strategies at home and in school.

For more detail, see the manual Strategies for Managing Challenging Behaviors of Students with Brain Injuries.

Details
Item BABI
Pages 6
Year

2008, second edition

Authors

Nina M. Marchese

Ms Marchese is a Special Education Teacher and has worked with children with special needs at the May Center.

Andrea Potoczny-Gray

Ms Potoczny-Gray is a Special Education Teacher.  She worked at the May Center for children with special needs.

RonSavage, Ed.D.

Dr. Ronald Savage has worked with children, adolescents and young adults with neurological injuries and disabilities for over 25 years. Presently, Dr. Savage is Executive Vice President and Senior Author for Lash & Associates Publishing/Training Inc. in North Carolina. Dr. Savage is the Executive Vice President of the North American Brain Injury Society. He is the former Executive Vice President of the Neurosciences Institute at Bancroft NeuroHealth in New Jersey, Senior Vice President of Behavioral Health and Rehabilitative Services at The May Institute in Massachusetts and Director of Clinical Services for Rehabilitation Services of New York.

In addition, Dr. Savage has taught at the elementary and secondary school level as a classroom teacher and as a special educator. He has also taught courses at several colleges and universities. Dr. Savage is the former Chairperson of the Pediatric Task Force for the National Brain Injury Foundation, the former Co-Chairperson of the International Pediatric Task Force for the International Brain Injury Association, and is a founding member of the American Academy for the Certification of Brain Injury Specialists.

Contents

This tip card helps families, therapists and educators...

  • recognize changes in behavior
  • deal with challenging behaviors
  • change disruptive behaviors

Changes in Behavior

Defining the Behavior

Assessing the Behavior

  • Antecedent is what happens before the behavior occurs
  • Behavior is what happens in observable and measurable terms
  • Consequence is what happens as a result of the behavior

Ongoing Evaluation

Antecedent Management

Strategies for Changing Behavior

Checklist for Understanding Behavior after a Brain Injury

  • Identify changes in behavior
  • Define the behavior
  • Assess the behavior
  • Evaluate regularly and often
  • Make strategies successful

References

Excerpts

Sample excerpt. Preview only – please do not copy.

Changes in Behavior

Families, friends and teachers often see changes in a child’s behavior and personality after a brain injury. The child may have difficulty with control over temper, actions and feelings. Certain areas of the brain, such as the frontal and temporal lobes, monitor and direct many of these behaviors.

Other changes in behavior and personality may include:

  • restlessness
  • acting younger
  • hitting
  • acting on impulse
  • swearing
  • not following directions

Antecedent Management

The model of “antecedent” behavior consequence emphasizes the consequence of a behavior. This results in trying to manage the behavior after it has occurred. “Consequential” management strategies are discipline, time-out, or punishment.

Consequential management often does not work for children with brain injuries because the child...

  • doesn’t remember the rules
  • sees the consequence as a punishment
  • does not learn adaptive skills
  • can not learn from consequences if this ability has been affected by the brain injury

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