Full Description
Educational Series on Teaching & Behavior
4 manuals on students with brain injury
This educational series provides basic information and practical strategies for identifying students with brain injuries, developing educational programs, designing teaching strategies for the classroom, understanding changes in behaviors, and developing plans to address behavioral challenges. Written by national experts on brain injury in children, this collection provided essential resources and information for teachers, advocates, clinicians, and parents. The series includes:
Students with Brain Injury
Challenges for identification, learning and behavior
By Katherine Kimes, MA, Marilyn Lash, MSW, Ron Savage, EdD ~ 2008
This manual explores why brain injury is considered low incidence by educators when it is the leading cause of disability among children. Methods for identifying students are given. Common myths about the cognitive impact of a brain injury are corrected with examples of classroom interventions. Changes in learning are identified with strategies for teachers and parents. The relationship between cognitive changes and challenging behaviors is explained, including methods for addressing behavioral changes in the classroom.
Signs and Strategies for Educating Students with Brain Injuries
By Marilyn Lash, MSW, Gary Wolcott. MEd and Sue Pearson, MA ~ Third edition, 2005
This book gives a basic overview of the consequences that brain injuries can have on a student’s learning and behavior. It sorts out myths from facts, explains common changes at home and in school, and gives strategies for the classroom.
There are detailed worksheets to transfer information as the student moves from teacher to teacher, grade to grade and school to school. This manual has outsold all of our other books due to its clear, practical and useful approach. This is a must have book for educators and families.
Learning and Cognitive Communicative Challenges:
Developing educational programs for students with brain injuries
By Roberta DePompei and Janet Tyler ~ 2004
This manual is for educators when a child in the classroom has a brain injury. It details classroom behaviors cause by changes in attention, processing speed, short-term memory, long-term memory after TBI. This manual also covers a child's changes in organization, problem solving, impulsivity, expressive language, receptive language, pragmatic language, and executive functioning after a brain injury.
Chapters Address:
- Cognitive-communicative challenges
- Effect of cognitive-communicative challenges on learning and behavior in the classroom
- Treatment of cognitive-communicative strengths and needs using an integrative approach
- Assessing teaching strategies
This manual gives educational strategies for helping the student with a head injury on language demands of English and Language Arts, Social Studies, Mathematics, and Science.
Strategies for Managing Challenging Behaviors of Students with Brain Injuries
By Stephen Bruce, Lisa Selznick Gurdin and Ron Savage ~ 2006
Here’s the manual that educators and therapists have been looking for on challenging behavior after brain injury. Taking a methodical approach to using applied behavior analysis in rehabilitation programs and the classroom, it covers...
- Relationships between the brain and behavior
- Common behaviors after brain injury
- Overview of the behavioral approach
- Identification and definitions of behavior
- Methods for observing and recording behavior
- Types of behavioral assessment
- Practical strategies for changing behavior
- Manipulating antecedents
- Providing positive consequences
- Case studies and glossary
Changes in behavior and learning are often the most challenging deficits to manage following a brain injury. This manual offers practical ways to successfully improve challenging behaviors, to promote effective learning strategies, and to teach functional skills at home, in school, and in the community.
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Details
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| Item | EDS4 |
| Pages | 4 Manuals |
Contents
Signs and Strategies for Educating Students with Brain Injuries
Learning and Cognitive Communicative Challenges:
Strategies for Managing Challenging Behaviors of Students with Brain Injuries
Excerpts
Students with Brain Injury
Who this book is for…
Author: Unknown
As this nursery rhyme portrays, a fall can create serious repercussions in a child’s life. Most people do not realize that a fall can result in more than scrapes and bruises; it can also injure a child’s brain. Too often, the injury to the brain goes unnoticed and life goes on as usual. That is, until the child reaches new developmental milestones and the effects of the injury surface. However, by this time many parents have forgotten about the incident because the child "went to bed" and "covered his head in vinegar and brown paper."
Society’s understanding of brain injury in the lives of children has not changed much since the writing of Jack & Jill. A majority of the population still does not understand the repercussions of brain injury and how such an injury can have devastating effects on a child’s life. Traumatic brain injury (TBI) is the leading cause of death and disability of children (ages 0-14) in the United States.
This booklet is divided into four sections:
1) data on brain injury
2) common myths and facts about brain injury in children
3) educational issues for students with brain injury, and
4) changes in behavior after brain injury.
It is intended for teachers, advocates, parents, or anyone who is interested in learning about the epidemic of brain injury among our children. It is the beginning of a journey to promote awareness of the multi-dimensional effects of brain injury on the lives and education of children. While this booklet is only a start, awareness is a journey that we can embark on together. Hopefully, one day it will lead to the national dissemination of information on the educational repercussions of brain injury on children. This is a subject that needs to be acknowledged by both national leaders and school systems. It is a matter of urgency as it affects the futures of our littlest survivors.
What initially began as a consultation project for Katherine Kimes’ doctoral program at George Washington University (GWU) soon became an ambition to build knowledge and to disseminate pertinent information to educators and parents. Upon presenting the first draft of this booklet to her peers at GWU’s doctoral education program, most of whom are special education teachers, she was asked how they could obtain it for their personal use. From the conversations that followed, it was obvious that these special education teachers were neither informed nor aware of the repercussions of brain injury on a child’s education. Brain injury in children is not widely understood. What is missing is an introductory guide on brain injury for both teachers and parents. This is exactly what this booklet attempts to accomplish.
Sample excerpt. Preview only – please do not copy.
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