An injury to the brain, especially the frontal lobes behind the forehead, can directly affect behavior. This is the area that controls what are called the “executive skills.” They affect how a person thinks and learns. Cognitive changes in memory, and/or, information processing and/or problem solving can be related factors. Even physical things like loud noises, bright lights, or crowded spaces, can affect behaviors. The bottom line: behavior changes for a reason – an injury to the brain.

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Lash &  Associates Publishing (www.lapublishing.com) proudly presents a new publication for survivors, caregivers, and professionals working with survivors: MY BRAIN AND I By Jennifer Callaghan Jennifer shares the triumphs and gains she’s experienced over a 16-year period after sustaining severe traumatic brain injury.  In poignant detail, she writes of her struggles, the many obstacles, and […]

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The brain, when it is functioning at optimum capacity, works in a unified way allowing us to take in information, process it, and act in a purposeful fashion. Purposeful behavior allows us to live safely in our environment, accomplish goals, and succeed to the best of our ability. Although the brain works in a unified way, the control mechanisms are complex systems. One system is executive functions. When they are compromised, there is a failure to organize and prioritize actions and behaviors.

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Inside the Brain: Changes in Behaviors and Emotions After Brain Injury by Donna O’Donnell Figurski Every brain injury is different. When injury occurs to any part of the brain, there is going to be a change. The part of the brain damaged determines the kind of symptoms experienced. Because the brain is a complex organ, some damage […]

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Changes in behavior after a brain injury are common and particularly stressful for families and caregivers. “Why does he act that way? What can we do? She’s like a different person.” These are just a few comments repeatedly heard by clinicians when talking with families and caregivers. It’s not only the person with the brain injury who has changed. Family members now find they have to change their expectations and about the survivor’s behavior. They also learn to change how they respond to these new and often frustrating and challenging behaviors that they see at home and out in the community.

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Changes in behavior after a brain injury can result in problems in the classroom for the student, along with frustration and confusion not only for the student but for teachers and parents as well. Dr. Katherine Kimes explains the importance of person-centered approaches for effective behavior management techniques. She provides examples of the antecedent-behavior-consequence approach, commonly known as the A-B-C Model of benavior management. Her behavioral checklist will help educators and therapists develop educational and behavioral plans for students with brain injuries.

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Managing the behavior of students with traumatic brain injury can be challenging and frustrating for teachers, therapists and parents. Katherine Kimes explains four types of behavior management strategies that can be used in rehabilitation as well as at home and in school. By understanding how to identify changes in behaviors that are related to the brain injury or TBI and then measuring those behaviors, educators and therapists can develop and implement a plan to encourage positive adaptive behaviors and to decrease “problem” behaviors in children and adolescents.

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Changes in a child or adolescent’s behavior after a brain injury can be upsetting for parents and frustrating for teachers at school. A brain injury can cause behavioral, emotional and psychosocial problems, issues that were not once there for the student. Katherine Kimes describes what these changes in behavior may look like in the classroom. She discusses the complex interaction between damage to the youth’s brain, reactions by the student, and the child’s pre-existing abilities.

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Brain injury can cause many changes in areas of the brain that affect a person’s ability to express and regulate emotions and behavior. When family caregivers of persons who have a brain injury get together in a support group, one of their most pressing concerns is how to understand and help manage anger and agitation at home. Sometimes we’re even reluctant to admit how serious the problem is to friends or professionals.

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Last week, my husband and I went to our first high school football game in our home town. It’s been a long time – I won’t even tell you how long – since either of us have been teenagers. High school sure has changed a lot since our day! We were in culture shock at what passes for the new norms of dress and style – talk about peer pressure!

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