Tip Cards on Brain Injury in Children and Adolescents
Information on traumatic and acquired brain injury and concussion in children and teens
Tip cards on children and teens with brain injuries have 8 panels and are written for families, therapists, clinicians and educators for use in hospitals, rehabilitation programs, schools, community services, and at home. A child's brain is more vulnerable to an injury because it is still developing. It can be months or years for the full effects of a childhood brain injury to become evident as the brain matures. New challenges in learning and behavior may emerge in school over time.
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This tip card helps TBI survivors, family members and professionals understand the definition of advocate, advocacy, grassroots lobbying and lobbying. It explains the roles of the self-advocate, informal advocate, and advocate with tips on how to execute these roles using the who, what, where, when and how of advocacy.
Tips on concussion and mild brain injury in children helps parents and educators recognize signs and symptoms in students of all ages. It describes how to help the student in the classroom, recognize changes in performance at school, and how to provide extra help and support at school.
A student with a moderate or severe brain injury can have learning challenges on returning to school. This tip card has information to help parents, therapists and educators prepare for the studentís return. It includes checklists for sharing medical and educational information with educators to assess the impact of the brain injury on physical, cognitive and social skills. The category of traumatic brain injury under the special education law is explained.
The behavior of a student with a brain injury can be disruptive, frustrating and challening in the classroom. This tip card helps families, therapists and educators recognize the relationship between brain trauma and changes in behavior. It gives strategies for parents and educators to address challenging behaviors and change disruptive behaviors.
Brain injury and ADHD are not the same. The cognitive challenges of students with traumatic brain injury (TBI) are often mistaken for an attention deficit (ADHD) or learning disability. This tip card helps educators and parents describe the similarities and differences among students with acquired brain injuries, attention deficit hyperactivity disorders (ADHD) and learning disabilities (LD). It explains why these conditions are so often confused and why special education services may be needed for students with brain injuries.
Information on brain injury treatment†with tips for families, caregivers, veterans and clinicians on the causes, symptoms, treatment and recovery of adults with acquired brain†injury due to internal and external causes. Using clear language for families and caregivers, this tip card describes treatment of: traumatic brain injury (TBI), anoxia (hypoxia), stroke or cardiovascular accidents (CVA), aneurysm, toxemia, viruses and bacterial infections in the brain.
Caregiving by a family member when a spouse, parent or child has an acquired brain injury can be rewarding and stressful. Few family members are prepared to become caregivers when a parent, spouse, sibling or child has a brain injury. Providing cognitive supervision, emotional support and physical help places caregivers at risk for stress, exhaustion and burnout. This tip card has practical tips for caregivers to prevent feeling overloaded, to develop coping strategies, find support and take care of themselves.
The sample packet of tip cards on children and adolescents with brain injury includes information on the brain, helping families cope, child development, concussion, learning and school, adolescence, and young adulthood. They are written for families, therapists, clinicians, educators and advocates for use in a variety of settings including hospitals, rehabilitation programs, home, schools, and community programs.
This tip card helps survivors, families and caregivers recognize cognitive challenges after brain injury. It gives tips on using compensatory strategies for memory, attention, concentration, mental fatigue, slowed responses, planning, organizing, judgment, and safety awareness.
Seeing a spouse, parent, child or sibling who is in a brain injury coma can be frightening and stressful for family members, friends and visitors. This tip card explains how a person may look and respond during various levels of coma. It gives practical suggestions for families as they wait and watch for changes in alertness and responsiveness.