Tool Kit for Life Care Planners and Case Managers on Teens with Brain Injury

Tool Kit for Life Care Planners and Case Managers on Teens with Brain Injury

Nancy Anderson, M.S.W., Jean Blosser, Ed.D., Bob Cluett, A.D., Roberta DePompei, Ph.D., Tami Guerrier, B.S., Flora Hammond, M.D., Kenneth Kolpan, Esq., Marilyn Lash, M.S.W., Jeanne Dise-Lewis, Ph.D., Robyn Littleford, M.Ed., Carolyn Rocchio, Ron Savage, Ed.D., Janet Tyler, Ph.D., Linda Wilkerson, MS. Ed.

A brain injury has special challenges for adolescents who are already in critical stages of brain maturation and development. The transition from childhood to adulthood is complex and often difficult. An acquired brain injury makes this even more challenging.

This Tool Kit provides families with…

  • Information on cognitive and behavioral issues for teenagers with brain injury.
  • Strategies to help adolescents with social skills and peer relationships
  • Planning for transitions within school and after high school
Item: LCPT
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Full Description

Tool Kit for Life Care Planners and Case Managers on Teens with Brain Injury contains 6 books and 6 tip cards.

Brain Injury It is A Journey

This brain injury book for families explains consequences of traumatic brain injury and gives strategies for coping with changes in the survivor's physical abilities, memory, attention, thinking and emotions.

Ketchup on the Baseboard

The book chronicles her son's brain injury over 20 years from coma care to rehabilitation and living in the community. Excellent resource with articles on special topics for families on traumatic brain injury advocacy, information and support.

Parents and Educators as Partners

Workbook for parents of children and youth with acquired brain injury shows how to work more effectively as partners with educators by applying 6 essential skills used by professional case managers. Included with the manual is a CD with over 60 pages of printable worksheets.

All About Me! My Life as a Teenager

This booklet on brain injury helps teenagers with any diagnosis describe special needs and become self-advocates. Using short narratives and checklists, sections include friendships and interests, special needs, and assistance needed. It provides detailed information on how to negotiate accommodations and compensatory strategies in school after a traumatic brain injury. The section on preparing for adulthood after TBI helps the adolescent think about work, hopes, dreams and personal happiness. It can be used independently by teenagers or with parents and brain injury therapists.

Brain Development in Children and Adolescents

This booklet helps parents and educators understand how the child’s brain develops and why an acquired brain injury can have both immediate and long-term consequences. It shows how a traumatic injury can disrupt the brain’s development and why changes may show up as the child grows up. By understanding how various regions of the brain develop, families and educators will recognize the relationship between and injury and changes in the child’s physical, cognitive, social, behavioral, and communicative skills.

Learning and Cognitive Communication Challenges

Manual with teaching strategies for students with acquired brain injury and challenges with behavior, attention, cognition and language. Includes educational strategies for helping student with a head injury on language demands of English and Language Arts, Social Studies, Mathematics, and Science.

Special Education IEP Checklist for a Student with a Brain Injury

Brain injury information for schools has IEP checklist for physical, behavioral, cognitive, communicative, social, and emotional needs. Gives teaching methods and classroom accommodations.

Social Skills in Teens after Brain Injury

Tip card explains changes in social skills seen in children and adolescents after head injury (TBI). Gives tips to help parents and educators teach social skills at home and in school.

Helping Teens after Brain Injury

Information on effects of brain injury on social development in adolescents and challenges for independence. Discusses how friendships among teenagers change. Gives tips for parents and educators to help teens avoid risky behaviors and stay safe.

High School to Adulthood

Tips for educators and parents with information for planning a student's transition to adulthood after traumatic brain injury (TBI) and choices for training, education, and community integration.

Planning In-School Transitions for a Student with a Brain Injury

Tip card explains why students and children have difficult transitions when changing teachers, subjects, schools and rooms after brain injury (TBI). Gives tips for teachers and parents on planning for changes in advance, preparing the student, and using compensatory strategies and supports at home and in the classroom.

Legal Issues: When Teenagers become Adults after Brain Injury

Brain injury tip card discusses when changes in judgment, memory or communication may require legal guidance or protection when a child with TBI becomes an adult.

Details
Item LCPT
Pages Full Kit includes 6 books and 6 tip cards.
Year 2010

Authors

Jean Blosser, Ed.D.

She is Vice President for Therapy Programs and Quality with a special focus on school-based and early intervention services. Her extensive clinical work and publications have focused on the needs of students and children with impairments in cognitive communication due to acquired brain injuries.

Bob Cluett, A.D.

As the survivor of a childhood brain injury, Bob brings a special perspective as CEO of Lash and Associates Publishing/Training Inc. The skills that he developed during his corporate career of over 20 years in communication, marketing, direct mail advertising and sales now focus on publishing information about the consequences of brain injury among children, adolescents and young adults. He is the former Chairman of the Board for the Brain Injury Association of North Carolina.

Roberta DePompei, Ph.D.

She is Department Chairman, a Professor and Clinical Supervisor at the Speech and Hearing Center at the University of Akron in Ohio. An advocate of the needs of youths with brain injuries and their families, she is on numerous national task forces and committees. Widely published and a national and international presenter, Dr. DePompei specializes in the impact of brain injury upon speech, language and communication. She is especially interested in developing transitional opportunities for youth as they progress through school and prepare for adulthood.

Tami Guerrier, B.S.

Ms Guerrier’s career experience includes providing services for individuals with brain injuries in inpatient and outpatient rehabilitation, as well as in the community, and in educational and vocational settings. She is currently the Coordinator and Principal Investigator for Project STAR at Carolinas Rehabilitation in Charlotte, NC. This program develops opportunities for individuals affected by brain injury in the community, assists individuals and families with accessing community resources, provides training for agencies on traumatic brain injury, develops brain injury prevention programs, and collects data on needs and service utilization. Ms Guerrier frequently presents at local, state, and national conferences on brain injury related topics.

Flora Hammond, M.D.

She Chairs the Department of Physical Medicine and Rehabilitation at Indiana University School of Medicine. Previously she was the Research Director and Brain Injury Program Director at Carolinas Rehabilitation in Charlotte, NC where she was Principal Investigator and Project Director of the Carolinas Traumatic Brain Injury Model System. Much of her research on traumatic brain injury has focused on outcome prediction, post-traumatic irritability, depression, relationships, and motor and cognitive recovery over time.

Marilyn Lash, M.S.W.

She is a Founding Partner and President at Lash and Associates Publishing/Training, Inc. in Wake Forest, NC. Author of many publications on the psychosocial impact of brain injury, her writing and training emphasize coping strategies for families and practical interventions by professionals and educators in hospitals, rehabilitation, schools and community programs. Ms. Lash is on various national task forces on brain injury and editorial boards of rehabilitation journals. She is the Past Chair of the Brain Injury Association of North Carolina and current Chair of the North Carolina Statewide Advisory Council on Traumatic Brain Injury.

Jeanne E. Dise-Lewis, Ph.D.

Dr. Dise-Lewis is a child clinical psychologist and Associate Professor at the University of Colorado Denver and Health Sciences Center. She holds a Master’s Degree in Human Learning and Development from the University of Pennsylvania and Doctoral degree in Child Clinical Psychology from the University of Denver. Dr. Dise-Lewis is the head of the psychology programs in the Department of Physical Medicine and Rehabilitation at The Children’s Hospital, Denver where she has worked since 1990 developing and carrying out many innovative programs of education and service for children who have had acquired brain injuries and their families.

Carolyn Rocchio

As a spokesperson for families of survivors of brain injury and founder and past President of the Brain Injury Association of Florida, Carolyn Rocchio is internationally recognized for her compassion and expertise. Ms. Rocchio has written many articles for families and professionals on the consequences of brain injury and finding meaning in life after brain injury. Her list of achievements, honors and publications is lengthy. She is the voice of a mother who knows first hand about the compassion, endurance, hope and determination needed to move forward after brain injury.

Ron Savage, Ed.D.

Dr. Savage specializes in the impact of brain injury on behavior and learning in children, adolescents and young adults. His international recognition as author and presenter is based on practical experience as a rehabilitation clinician and educator.

Dr. Savage is also the Chairman and Co-Founder of the International Pediatric Brain Injury Society (IPBIS).

Janet Tyler, Ph.D.

She is the Director of the Kansas State Department of Education’s Neurologic Disabilities Support Project, a statewide program that provides inservice training, consultation and technical assistance to educators serving students with traumatic brain injuries. Dr. Tyler also serves as an adjunct member of the Department of Special Education’s graduate faculty at the University of Kansas where she provides preservice training in traumatic brain injury. Since 1987, she has published, presented and consulted widely on educational issues related to traumatic brain injury.

Contents

You can preview Tool Kit for Life Care Planners and Case Managers on Teens by the links below.

Brain Injury It is A Journey by Flora Hammond, M.D. and Tami Guerrier

Ketchup on the Baseboard: Rebuilding life after brain injury by Carolyn Rocchio

Parents and Educators as Partners by Marilyn Lash, M.S.W. and Bob Cluett, A.D.

All About Me! My Life as a Teenager by Roberta DePompei, Ph.D.

Brain Development in Children and Adolescents by Ron Savage, Ed.D.

Learning and Cognitive Communication Challenges by Roberta DePompei, Ph.D. and Janet Tyler, Ph.D.

Special Education IEP Checklist for a Student with a Brain Injury by Roberta DePompei, Ph.D, Jean Blosser, Ed.D., Ron Savage, Ed.D. and Marilyn Lash, M.S.W.

Social Skills in Teens after Brain Injury by Jeanne Dise-Lewis, Ph.D.

Helping Teens after Brain Injury by Robyn Littleford, M.Ed. and Nancy Anderson, M.S.W.

High School to Adulthood by Ron Savage, Ed.D.

Planning In-School Transitions for a Student with a Brain Injury by Janet Tyler, Ph.D., Linda Wilkerson, MS. Ed. and Roberta DePompei, Ph.D.

Legal Issues: When Teenagers become Adults after Brain Injury by Kenneth Kolpan, Esq., Carolyn Rocchio and Marilyn Lash, M.S.W.

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