Category Description:

badge2Symptoms of brain injury can range from loss of consciousness and coma to changes in physical, cognitive, emotional, social and behavioral abilities and skills. The range and severity of symptoms are different for each person as each brain injury is unique.

These blog articles discuss the variety of symptoms from the persepctive of clinicians, survivors and families. They give readers a broader understanding of the complexity of brain injury symptoms and their consequences for a meaningful life.

Brain Injury Pancakes

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When I do something well that used to be really hard, I am so proud. But if I get too proud, I call it “being sassy.” That’s when my logic has gone out the window. For example, if I finally finish a Sudoku, I might then decide I have no more brain injury impairments, and I will go for a run. I’m dizzy within a few blocks, and then a loud truck goes by and frightens me. I turn around and come home, head held low. Oh yeah, I think to myself. Sudoku is Sudoku. Jogging in a noisy, busy place is something very different.

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Writing Challenges Executive Functions of TBI Students in School

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As students with traumatic brain injury or TBI move to middle and high school, the executive skills of the brain’s frontal lobe face more complex challenges. These areas are often damaged in moderate or severe brain injuries. Theresa Sacchi Armstrong describes why writing assignments can be especially difficult for these students with TBI in school and how teachers can help.

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Embracing Your New Self after Brain Injury

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Amanda Nachman was an elementary schoolteacher for fifteen years prior to her mild traumatic brain injury in 2011. She is still working on her recovery, and writing to share her story to get the word out that not only athletes and soldiers are dealing with this invisible disability, but people we come across every day can be affected by the impact concussions can have on us. She is hoping she can help change the way the medical field responds to others who find themselves in a similar situation.

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Educating Students with Brain Injury (TBI): The Big Picture for Schools

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Students with traumatic brain injury or TBI are often unidentified or underserved in schools as this diagnosis is still mistakenly considered a low incidence disability under special education. Dr. Katherine Kimes looks beyond the individual needs of students with TBI and discusses the “big picture” of why schools need to address this student population more effectively. She explains why parents and teachers must jointly plan and collaborate to provide effective service coordination for a student with a TBI.

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TBI Student Survivor and School Success

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That last day of school in June felt liberating. I had the whole summer to recover and possibly a chance to go back to school full time in the fall. However, what I did not realize was that the stress was just beginning. Except for being tutored in two subjects a few days a week at school, I had not done any work at all from October-June. I had basically missed my entire sophomore year (I finished English, though) and I had to make it up somehow in one summer.

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TBI Affects Student Executive Skills by Teresa Sacchi Armstrong, M.A.

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Students with brain injury or TBI often struggle with executive skills in the classroom. Because these high-level cognitive functions cue other mental functions, they are critical for children’s thinking and learning in school. But challenges in executive skills do not automatically qualify a student for special education. Careful assessment of strengths and deficits along with careful lesson planning, follow-up and support by teachers are critical for students with acquired brain injuries to function and succeed in the classroom as well as with homework at home.

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Computer Usage and Traumatic Brain Injury?

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Research has determined that the use of a computer helps brain stimulation. The playing of computer games significantly improved a young boy’s concentration that was diagnosed with attention deficit disorder. A software program has been successfully used in a touch screen format to exercise the mind of an 81-year-old resident of Belmont Village Senior Living in Sabre Springs, a suburb of San Diego.

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Returning to School after Brain Injury

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I was finally able to return to school part time in January, but with much apprehension. I had just started to put the days of the week and the months of the year in order and I was working on being able to walk better in a straight line and stand still without having to grab onto something.

I was still extremely symptomatic, and did not feel well at all, and consequently, I was unable to be my old self. One really cannot understand the frustration of this until they experience it first hand. I am usually a very energetic and upbeat person, but now my personality was completely flat and emotionless. I simply could not be “present” in any situation. I had damaged my brain and had been isolated from the world for three months. I was nothing but nerves and I was feeling self-conscious. Social situations of any kind were stressful. I could feel myself wanting to socialize and be with my friends, and take part in things, but physically, I was in such pain and completely exhausted, that I just could not do it. I could hardly follow a conversation and many people talking at once were a real bother to my head.

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Unexpected Lessons from the Classroom

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Every year when I flip the calendar page to September, an urge to go back to school overtakes me. Crisp notebooks and twelve-packs of pens call to me from the shelves of Staples. I’m proud of being a lifelong learner, as so many of us are now. In addition to going back to college a few times, I’ve loved taking adult education classes in my community since 1970!

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No Two Paths are Alike by David Grant

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My Fate has lead me down a path where I do have a very unique insight into the realm of brain injury that only comes from living it. If you add together every bit of knowledge I’ve gleaned from the books I read, the websites I’ve poured through, the doctors I’ve talked to, the summation of all of that “outside information” is only a speck of dust compared to what I’ve learned firsthand by actually living daily with a brain injury.

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