Geared toward adolescents with brain injuries, this set of 7 manuals tackle how to develop educational programs to meet the special needs of students with a brain injury. The book set includes the following titles:
Students with Brain Injury: Challenges for Identification, Learning and Behavior in the Classroom
Katherine Kimes, Ed.D., Marilyn Lash, M.S.W. and Ron Savage, Ed.D.
A brain injury can have many physical, cognitive and behavioral consequences for students. This manual gives educators and parents a foundation for understanding the educational needs and behavioral challenges of children with traumatic brain injuries with in-depth discussions of how to help students think and learn and how to help students with behavioral challenges.
Strategies for Managing Challenging Behaviors of Students with Brain Injuries
Stephen Bruce, M.Ed., Lisa Selznick Gurdin, M.S., BCBA, CBIS-CE and Ron Savage, Ed.D
Behaviors in students with brain injuries are often the most frustrating, confusing and problematic issue for educators and parents at home and in school. This manual explains how brain trauma can affect behavior in a student. It provides a systematic step by step approach to using applied behavior analysis to address challenging behaviors in students with brain injuries. The manual comes with a CD with all worksheets and forms.
Signs and Strategies for Educating Students with Brain Injuries
Marilyn Lash, M.S.W., Gary Wolcott, M.Ed., and Sue Pearson, M.A.
Educating a student with a brain injury can be challenging for teachers and therapists unfamiliar with the immediate and long-term consequences of brain trauma. This manual describes the effects of acquired brain injuries on a student's learning, behavior, communication, cognition and adjustment in school and at home. There are strategies for instruction, support and accommodation with student vignettes.
Learning and Cognitive Communication Challenges: Developing EducationalPrograms for Students with Brain Injuries
Roberta DePompei, Ph.D. and Janet Tyler, Ph.D.
Cognitive communication - or how the student with a traumatic brain injury (TBI) thinks and learns – can challenge educators unfamiliar with TBI. This manual explains the dynamics of cognitive processes and classroom behaviors. Developmental challenges are explored with the increased language demands of English and Language Arts, Social Studies, Mathematics, and Science.
Parents and Educators as Partners: A workbook on helping your child after brain injury
Marilyn Lash, M.S.W. and Bob Cluett, A.D.
Workbook for parents of children and youth with acquired brain injury shows how to work more effectively as partners with educators to address the student's special needs for education and support in the classroom. It shows how to apply 6 essential skills used by professional case managers to negotiate educational services for the student. Included with the manual is a CD with over 60 pages of printable worksheets.
Compensatory Systems for Students with Brain Injuries
Ann Glang, McKay Moore Sohlberg and Bonnie Todis
Developing and implementing compensatory strategies for students with TBI or traumatic brain injury are complicated by multiple teachers and classroom changes in middle and high schools. This manual shows educators how to select a compensatory system, teach students how to use it, and monitor its effectiveness with adolescent students with a consistent plan for all teachers and classes.
Changes in Self Awareness Among Students with Brain Injuries
McKay Moore Sohlberg, Ph.D., Bonnie Todis, Ph.D., and Ann Glang, Ph.D.
A student with a traumatic brain injury or TBI may have limited awareness of cognitive, social and behavioral difficulties. This can be challenging for educators as the student may resist supports and accommodations. This manual explains how brain trauma can affect self awareness and shows educators how to use awareness activities to help students with brain injuries in middle and high schools.