IV1

1
Module IV_______________________________

• Planning to Meet the Needs of Students with TBI

2
Module IV Goal___________________________________
___________________

• To assist participants in acquiring knowledge and
  skills that help them meet the educational needs
  of students with TBI.

3
Module IV Learning Outcomes______________________
________________________________

• At the end of this Module you will
• Be familiar with considerations for IEP
  development for students with TBI
• Be able to identify school problems and
  alternative behaviors
• Demonstrate the ability to select intervention
  targets and strategies to use with specific
  problems

4
The IEP Process__________________________________
____________________

• Referral
• Review existing data
• Determine if additional data are needed
• When team has enough data, determine
• Does student meet criteria for TBI?
• What are present levels of academic achievement
  and functional performance?
• Does the student need special education?

5
Planning to meet the students needs in
school___________________________________________
____________

• The IEP team has decided that the student
• has an impairment (TBI)
• needs special education/related services
• The IEP team needs to develop the individualized
  education program

6
Considerations for developing an IEP for a
student with TBI_________________________________
______________________

• The IEP is developed to meet the students
  individual needs
• Many students with TBI display similar needs
• Considerations for IEP development are presented
  on the next pages of your manual

7
Group Activity Jerry____________________________
___________________________

• The next several pages of your manual contain the
  directions for this small group activity (pages
  7a-7s).

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Strategies for addressing learning
problems_________________________________________
______________

• A well-designed IEP guides a students education
• An appropriate educational placement implements
  the IEP
• But we still need to know
• how the brain injury will affect learning
• what specific interventions to use with the
  student

9
How does TBI affect learning?____________________
___________________________________

• Memory
• Encoding, storage, retrieval
• Working memory
• New learning
• Directions, rules, consequences
• Executive functions
• Initiation
• Goal setting
• Planning
• Self-monitoring

10
How does TBI affect learning?____________________
___________________________________

• Speed of processing
• Reasoning and problem solving
• Inductive reasoning
• Deductive reasoning
• Causal reasoning
• Divergent thinking
• Decision making

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How does TBI affect learning?____________________
___________________________________

• Attention/Concentration
• Arousal/alertness
• Selective attention/focus
• Shift attention
• Divide attention across activities
• Organization
• Classification
• Sequencing
• Integration

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How does TBI affect learning?____________________
___________________________________

• Language
• Expressive
• Receptive
• Pragmatics
• Sensory skills
• Vision
• Hearing
• Visual-spatial skills/Perception
• Specific skill deficits

13
How does TBI affect learning?____________________
___________________________________

• Social-emotional factors
• Awareness of deficit
• Denial of deficit
• Depression, anxiety, anger
• Withdrawal
• Physical/health factors
• Fatigue
• Pain
• Medications

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Jerry____________________________________________
___________

• Jerry has returned to school.
• What types of problems might Jerry be
  experiencing in school?

15
What do Jerrys teachers say?____________________
___________________________________

• Social Studies Jerry doesnt complete long-term
  projects
• Math and reading Jerry doesnt complete class
  work and homework he ignores problems on part of
  the page
• Music Jerry is a loner he cuts classes

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Jerry Social Studies____________________________
__________________________

• You are Jerrys case manager. How can you help
  Jerry and his teacher reduce Jerrys difficulties
  in social studies?
• Read description of Jerrys difficulties in
  social studies on p.16a

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Addressing learning problems____________________
___________________________________

• Identify the learning problem
• Identify how the brain injury influences learning
• Evaluate other factors that influence the
  behavior
• Determine if it is a skill or performance deficit
• State a positive goal
• Develop and implement a plan
• Evaluate the plan

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1. What is the learning problem?_________________
______________________________________

• Define the problem clearly
• What learning problems is Jerry having?

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2. How does TBI influence Jerrys
learning?________________________________________
_________________

• Memory
• Executive functions
• Speed of processing
• Reasoning and problem solving
• Attention and concentration
• Organization

• Language
• Sensory skills
• Visual-spatial skills
• Specific skill deficits
• Social emotional factors
• Physical/health factors

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3. Do other factors influence learning?
_________________________________________________
________

• Consider
• Environment
• Instruction
• Curriculum
• Teacher
• Family, peers
• Consider
• Antecedents, consequences

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4. Is there a skill deficit or a performance
deficit?_________________________________________
______________

• Is the problem a result of a skill deficit or a
  performance deficit?
• Skill deficit Jerry doesnt have the necessary
  skill
• Performance deficit Jerry has the skill, but
  doesnt use it

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5. What is your goal?____________________________
__________________________

• What do you want Jerry to do instead of the
  problem behavior?
• What is the skill or behavior you are working
  toward?
• Is it realistic?

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6. Develop a plan________________________________
______________________

• What is the target of intervention?
• Environment
• Instruction
• Curriculum
• Teacher
• Peers
• Family
• Student

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6. Develop a plan (cont.)________________________
_______________________________

• What strategies are available?
• Most problems are caused by more than one factor
• Most problems need more than one intervention
  strategy

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Guidelines for selecting strategies______________
_________________________________________

• Involve the student in strategy selection
• Use strategies that build on what the student
  already does
• Try simple strategies before complex ones
• Select strategies that will work in the target
  environment
• Select strategies that are acceptable to parents
  and teachers

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Strategies for working with specific problems of
students with TBI

• Physical health/safety
• Vision
• Hearing
• Memory
• Orientation/attention

• Reasoning
• Executive functions
• Language academic skills
• Social-emotional
• See pages 26a-n

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Modifying the classroom environment______________
___________________________________________

• Many students with TBI require classroom
  modifications
• See pages 27a and 27b for suggestions on
  modifying elementary and secondary classrooms

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7. Evaluate the plan_____________________________
_________________________

• Is the plan working?
• How do you know?
• What can you do if the plan isnt working?

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Jerry____________________________________________
__________

• See problem descriptions on next 2 pages
• math and language arts
• music
• Complete worksheet questions 1-7.
• Refer to intervention strategies on pages 26a-n

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End of Module IV