Interventions in special education are results of advocacy, legislation, litigation, research, and trends. Since interventions come in many forms, they represent multidimensional viewpoints and perspectives and need to be handled with professional care, integrity, fidelity. This book highlights the fact there are skill-sets needed to work with…

This brief report summarizes what is known about pediatric traumatic brain injury, including the following: risk factors (e.g., males especially those ages 5 to 25, youth with preexisting problems including previous head injury victims, and children receiving inadequate supervision); life after injury; physical and neurological consequences (e.g.,…

This resource guide of annotated references on traumatic brain injury (TBI) was created to help educators locate information from such disciplines as neurology, neuropsychology, rehabilitation, and pediatric medicine. Twenty-four resources published from 1990 to 1994 are listed, with annotations. The resources include research reports/reviews,…

This resource and planning guide provides a framework for practitioners to create an effective educational program for students with traumatic brain injuries. Chapters 1 and 2 provide an overview of brain injuries including information on brain physiology, types of brain injuries, and differences by age. Chapter 3 discusses returning to school,…

The nature and effects of head trauma are discussed. Among the most common deficits noted are impaired cognition, difficulties in oral and written communication, sensory problems, and marked personality changes. Suggestions are offered for dealing with each type of deficit, such as using alarm clocks and other tools to remind the individual about…

Neuropsychological assessment of cognitive and behavioral sequelae of pediatric closed head injury involves identification of manifest disabilities and relationships between these disabilities and core skills. Assessment of moderator variables is crucial for development of appropriate intervention strategies. Advocacy may be necessary to establish…

The article provides a brief review of data pertaining to educational adjustment for traumatically brain injured (TBI) children followed by a discussion of the major educationally relevant sequelae of head injury in children. Ten important features of appropriate educational programs for TBI children are described. (Author)

This paper reviews the evidence for various biological mechanisms in autism and discusses implications of these mechanisms for treatment. A brief introductory discussion examines the history of research on autism. Then the literature is reviewed and treatment implications are drawn for the following biological mechanisms: genetic disorders;…

This manual is intended to give teachers a basic understanding of traumatic brain injury (TBI) and an in-depth understanding of techniques for evaluating the student with TBI in order to provide appropriate programming. Section 1 introduces a definition of TBI including incidence and causes, an overview of neuroanatomy, primary and secondary…

The review of research concluded that, although brain damage affects visual functioning, the prognosis for good functional vision after remedial intervention is better than previously thought. Although electrodiagnostic testing was found to be valuable, use of a combination of tests is recommended to obtain the most complete picture of brain…

These guidelines were developed for serving students with traumatic brain injury (TBI) in school settings. An introduction reviews the frequency of TBI, range of severity, and legal responsibility for special education services. Guidelines are offered for creating prevention and awareness programs and for implementing staff development. A section…

This paper on traumatic brain injuries begins with statistics on the incidence of the disorder, especially as they relate to Colorado. Traumatic brain injury is then defined, and problems caused by traumatic brain injury are discussed. The components of effective programming for students with traumatic brain injuries are described, followed by the…

This article presents a definition of traumatic brain injury (TBI); describes problem behavioral characteristics of students post-TBI and some possible solutions; examines academic, social, emotional, and cognitive factors; and outlines interventions to assist teachers in working constructively with TBI students. (JDD)

This guide to educational services for individuals with traumatic brain injury emphasizes that there is no such thing as a typical brain injury and that each child's recovery is unique. It stresses the schools' responsibility to serve these children's educational, psychological, emotional, communicative, and/or health needs, and urges public…

There is increasing evidence that many children and adolescents who display behavior disorders have sustained a traumatic brain injury. Traumatic brain injury can take the following forms: closed head trauma in which the brain usually suffers diffuse damage; open head injury which usually results in specific focal damage; or internal trauma (e.g.,…