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CBIS > TBI and adolescent > Flashcards

TBI and adolescent Flashcards

1
Q

highest risk of TBI

A

Ages
0-4: Falls, Susceptible to Abusive Head, Trauma/Shaken Baby Syndrome (AHT/SBS)

Ages 15-19: Struck by something, Falls

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2
Q

leading cause of death / disability in children/ adolescents in the US

A

Traumatic brain injury is the leading cause of death and acquired disability in children and adolescents in the United States

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3
Q

age effect of TBI

A

While children may look fine after the trauma, they’re just as vulnerable to injury as adults

The prognosis for functional recovery of previously learned skills is better the younger the child is when the injury is acquired; but prognosis for acquiring new skills is worse the younger the child is at time of injury

Effects of trauma may not immediately be apparent, as the child’s brain is still developing

As the child gets older, that part of the brain previously damaged may not work as well as it should

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4
Q

maturation age 3-5

A

Period of overall rapid brain growth in all regions of the brain

Perfecting ability to form images, use words, and place things in serial order; beginning to develop tactics for problem solving

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5
Q

maturation age 8-10

A

Sensory and motor systems continue to mature in tandem

Frontal executive system begins accelerated development

Maturation of sensory motor regions of the brain peak

Begin to perform simple operational functions (e.g. determining weight and mathematical reasoning)

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6
Q

maturation age 14-15

A

Maturation of visuospatial, visuo-auditory and somatic systems

Able to review formal operations, find flaws and create new ones

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7
Q

maturation age 17-19

A

Maturation of frontal executive functions

Questions information, reconsiders and forms new hypotheses

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8
Q

brain injury immediate impact on development

A

immediate result is serious disruption to normal development

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9
Q

recovery period of brain injury

A

right after initial brain injury recovery period, which includes aspects of both spontaneous recovery and rehabilitative efforts

For children who may experience this developmental stall, continued rehabilitative efforts may serve to mitigate the stalled post-injury development

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10
Q

latent stage of brain injury

A

stage of development post injury

may have DECLINE post recovery period or with proper interventions may maintain gains and continue to learn new skill

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11
Q

ongoing intervention for adolescent TBI

A

When brain injury has been properly identified, medical and school professionals are collaborating, and ongoing services and supports are made available we see best results

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12
Q

non traumatic injury and adolescent

A 
Brain tumors
Anoxia or hypoxia
Infections
CVA (from AVM or Sickle Cell Disease)
Exposure to toxic substances

often misinterpreted as developmental d/o

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13
Q

abusive head trauma

A

aka shaken baby syndrome

Most common in infants and young children 0 to 5 years old

More common for boys to be the victim

Often committed by frustrated care giver in response to crying baby, temper tantrums or issues due to toilet training

Male caregivers more often commit the abuse

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14
Q

AHT/SBS Prevention Strategies

A

education!
25-50% of teenagers do not know that shaking baby is bad

teach ways to cope with crying babies

crisis hotlines

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15
Q

AHT/ SBS diagnostic criteria

A

Bleeding of the brain (subdural hemorrhage or hematoma)

Brain Swelling (cerebral edema)

Bleeding in eyes (retinal hemorrhage)

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16
Q

AHT/SBS outcomes

A

75-80% long term disability
40% severe deficits
15-30% die as a result of injury
15% other result

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17
Q

concussion for student athletes

A

need training for coaches / staff

must be evaluated and cleared for return to play

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18
Q

post concussive syndrome in the student athlete

A

10% of athlete with persistent symptoms (lasts longer than 2-3 weeks)

symptoms:
fatigue, attention, memory, fatigue, sleep, headache, dizziness, irritability or change in mood

19
Q

post concussive evidence

A

some research shows measurable changes on functional imaging

20
Q

second impact syndrome

A

SIS can occur when an athlete sustains an initial concussion and then sustains a second head injury before symptoms from the first have fully resolved

The second concussion could occur minutes, days, or weeks after the initial event and can be fatal or result in severe disability

SIS may occur due to diffuse cerebral swelling or secondary to a subdural hematoma

21
Q

return to school - importance of collaboration between medical and rehab systems

A

referral systems are key to support long term needs - both medical and educational

hospitals / medical settings need to develop discharge policies to aid communication and discharge planning

22
Q

504 education plan

A

formal plan implemented to aid general education

Provides reasonable accommodations so they can benefit from education
Can include: 
Preferential seating
Extended time on assignments or tests
Tests in quiet setting
Rest breaks built into schedule
Shortened assignments
Books on CD or the use of text to speech software
23
Q

IEP - individualized education plan

A

special education needs - specially designed and individualized

supported under IDEA

Support and related services recommended by IEP can include:
Adapted technology
Speech language pathology & Audiology
Psychological Services
Occupational  & Physical Therapy
Parent Counseling and training
Medical services
24
Q

3 major clusters of needs for kids with BI

A

cognitive
psychosocial
sensorimotor

25
Q

motor impairments for kids with BI

A 
gross / fine motor
coordination
speed 
spastic
ataxic 
apraxic
26
Q

physical effects for kids with BI

A 
less common but significant 
disruption in growth 
eating D/o 
diabetes 
thermoregulation difficulties
27
Q

feeding/ sensory d/o for kids with BI

A

dysphagia

vision loss / hearing loss

28
Q

memory problems for the student look like …

A

difficulty with new learning
cannot remember 2-3 step directions
unable to grasp new concepts easily
difficulty recalling schedule / assignments

29
Q

attention/ concentration problems for students look like

A

distracted by normal classroom activity
delayed in responding to questions
difficulty staying on topic
unable to complete task without prompting

30
Q

higher level problem solving issues look like ..

A

difficulty organizing and completing long term projects
lacks ability to sequence
difficulty drawing conclusions
difficulty evaluating information

31
Q

language problems look like …

A

difficulty taking turns in conversation
unable to summarize / articulate thoughts, talks around subjects/ indefinite words
does not understand complex conversation

32
Q

visuospatial problems look like .. .

A

difficulty completed math worksheets
field cut
disoriented in hallways / route finding

33
Q

behavior/ emotional problems look like ..

A

says / does socially inappropriate things
difficulty fitting in with peers
easily misled by peers into making poor choices
easily frustrated

This is the most common and most misunderstood experience - not due to choice but due to memory / disinhibition / exec. func issues

34
Q

scatter skill

A

kids with BI can have extreme discrepancies in abilities

some things done really well
other things very challenging

send to neuropsych for eval

35
Q

Child Find

A

component of IDEA which requires schools to locate, identify, and evaluate all students from birth to 21 whom they suspect to have a disability

36
Q

assessment of child with BI

A

This should begin in the hospital - hospital and school connect for educators to begin evaluation process and plan for IEP needs

37
Q

comparing 504 plan vs. IEP

A

504- can be in place while waiting for IEP.
quickly establish eligibility with brain injury documents
can be useful if child does not meet IEP requirements

IEP- contract btw the school system and student’s family designating kinds of services - describes the help student is given

38
Q

developing an IEP for brain injury

A

goals are required to be reviewed every 12 months - but should be reviewed every 2-4 months

traditional IEP evaluates every 3 years, but with early stage of brain injury recommend evaluate 6-12 months

39
Q

charter school

A

follows same IDEA rules as public school - services provided

40
Q

private school

A

school district where kid lives provides the assessment

if kid stays in private, the school district can offer limited services to child

41
Q

students with medical needs

IHCP

A

school nurse can help establish individual health care plan and set up things like
g tube, oxygen, seizure, headaches

42
Q

school transitions for kids with BI

A

these can be challenging - set up transition planning early

provide specifics early - to student and to teachers

43
Q

post secondary accomodations

A

IDEA does not apply to college
504 accommodations can be made - each college varies in types and amount of accommodations

provide assistance as to what schools will be appropriate for the student

44
Q

vocational planning for post secondary

A

educate students on options and potential resources for post high school

linkage to services is key

CBIS (30 decks)

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