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Children mildbraininjuries.pdf
Mild brain injuries (concussions) are physical injuries to
the brain. They are common in childhood and may be the result of a
fall or a blow to the head. A mild brain injury might also happen if
the head hits an object, like in a car or bicycle accident. There
may be a brief loss of consciousness (your child passes out) or
a dazed/confused feeling. Bicycle Safety PDF file: 2002 Fact sheet bike safety Fact and safety advice about bicycles and brain injury
Scooter Safety PDF file: 2002.Fact.Sheet.scooter.pdf Prevention and statistical information about scooters
Sports and Recreation PDF file: 2002 fact sheet – sports and recreation Safety information on boxing, soccer, football, skiing, baseball, skating and horseback riding
Youth Violence school.violence.pdf Incidence and prevention information on youth and violence
Shaken Baby PDF file: 2002 fact sheet sbs
Shaken Baby Syndrome is caused by vigorous shaking of an infant or young child by the arms, legs, chest or shoulders. Forceful shaking can result in brain damage leading to mental retardation, speech and learning disabilities, paralysis, seizures, hearing loss and even death.
Shaken Baby Syndrome occurs most frequently in infants younger than six months old, yet can occur up to the age of three. Often there are no obvious outward signs if inside injury, particularly in the head or behind the eyes. In reality, shaking a baby, if only for a few seconds, can injure the baby for life. These injuries can include brain swelling and damage; cerebral palsy; mental retardation; developmental delays; blindness; hearing loss; paralysis and death. When a child is shaken in anger and frustration, the force is multiplied five or 10 times than it would be if the child had simply tripped and fallen.
One shaken baby in four dies as a result of this abuse. Head trauma is the most frequent cause of permanent damage or death among abused infants and children, and shaking accounts for a significant number of those cases. The sudden shaking motion causes the baby's fragile brain to slam against the skull wall often resulting in cerebral hemorrhage, contusion and edema, bleeding within the brain or tears in brain tissue. The potential outcome is generally severe brain damage or death. Approximately 75 to 90 percent of the cases have retinal hemorrhages - a symptom almost never seen with accidental head injuries. A baby's brain, along with the blood vessels connecting the skull to the brain, are fragile and underdeveloped. Therefore, when a baby is shaken, the brain ricochets about the skull, causing the blood vessels to tear away and blood to pool inside the skull.
Often frustrated parents or other persons responsible for a child's care feel that shaking a baby is a harmless way to make a child stop crying. The number one reason a baby is shaken is because of inconsolable crying. Almost 25 percent of all babies with Shaken Baby Syndrome die. It is estimated that 25-50 percent of parents and caretakers aren't aware of the effects of shaking a baby. Males tend to predominate as perpetrators. They are involved in 65 to 90 percent of the shaken baby cases. Females who injure babies by shaking them are more likely to be baby-sitters or child care providers. Shaken baby syndrome can have disastrous consequences for the family, the victim and society. If the child survives, medical bills can be enormous. The victim may require lifelong medical care for brain injuries such as mental retardation or cerebral palsy. The child may even require institutionalization or other types of long term care. The number one reason a baby is shaken is because of inconsolable crying. More than 60 percent of victims of Shaken Baby Syndrome are male.
A key aspect of prevention of the syndrome is increasing awareness of the potential dangers of shaking. Some hospital-based programs have helped new parents identify and prevent shaking injuries and understand how to respond when infants cry. Finding ways to alleviate the parent or caregiver's stress at the critical moments when a baby is crying can significantly reduce the risk to the child. One method that may help is author Dr. Harvey Karp's "five S's": · Shushing (using "white noise," or rhythmic sounds that mimic the constant whir of noise in the womb, with things like vacuum cleaners, hair dryers, clothes dryers, a running tub, or a white noise CD) · Side/stomach positioning (placing the baby on the left side - to help digestion - or on the belly while holding him or her, then putting the sleeping baby in the crib or bassinet on his or her back) · Sucking (letting the baby breastfeed or bottle-feed, or giving the baby a pacifier or finger to suck on) · Swaddling (wrapping the baby up snugly in a blanket to help him or her feel more secure) · Swinging gently (rocking in a chair, using an infant swing, or taking a car ride to help duplicate the constant motion the baby felt in the womb) If a baby in your care won't stop crying, you an also try the following: · Make sure the baby's basic needs are met (for example, he or she isn't hungry and doesn't need to be changed). · Check for signs of illness, like fever or swollen gums. · Rock or walk with the baby. · Sing or talk to the baby. · Offer the baby a pacifier or a noisy toy. · Take the baby for a ride in a stroller or strapped into a child safety seat in the car. · Hold the baby close against your body and breathe calmly and slowly. · Call a friend or relative for support or to take care of the baby while you take a break. · If nothing else works, put the baby on his or her back in the crib, close the door, and check on the baby in 10 minutes. · Call your child's doctor if nothing seems to be helping your infant, in case there is a medical reason for the fussiness. To prevent potential SBS, parents and caregivers of infants need help with responding to their own stress. It's important to talk to anyone caring for your baby about the dangers of shaking and how it can be prevented.
If you are afraid you might hurt your child, follow these three simple steps:
In any SBS case, the duration and force of the shaking, the number of episodes, and whether impact is involved all affect the severity of the infant's injuries. In the most violent cases, children may arrive at the emergency room unconscious, suffering seizures, or in shock. But, in many cases, infants may never be brought to medical attention if they don't exhibit such severe symptoms. In less severe cases, a baby who has been shaken may experience: · Extreme irritability · Decreased appetite or feeding problems · Poor sucking or swallowing · Vomiting · Lethargy/poor muscle tone · Inability to follow movements · No smiling or vocalization · Rigidity · Seizures/convulsions · Difficulty breathing · Comatose Even in milder cases, in which babies looks normal immediately after the shaking, they may eventually develop one or more of these problems. Sometimes the first sign of a problem isn't noticed until the child enters the school system and exhibits behavioral problems or learning difficulties. But by that time, it's more difficult to link these problems to a shaking incident from several years before. MEDICAL INDICATORS Many cases of SBS are brought in for medical care as "silent injuries." In other words, parents or caregivers don't often provide a history that the child has had abusive head trauma or a shaking injury, so doctors don't know to look for subtle or physical signs. This "silent epidemic" can result in children having injuries that aren't identified in the medical system. And again, in many cases, babies who don't have severe symptoms may never be brought to a doctor. Unfortunately, unless a doctor has reason to suspect SBS, mild cases (in which the infant seems lethargic, fussy, or perhaps isn't feeding well) are often misdiagnosed as a viral illness or colic. Without a diagnosis of shaken baby syndrome and any resulting intervention with the parents or caregivers, these children may be shaken again, worsening any brain injury or damage. If shaken baby syndrome is suspected, doctors may look for: · Retinal hemorrhage (usually bilateral) · Subdural hemorrhage · Cerebral edema (brain swelling) · Subarachnoid hemorrhage · Rib fractures · Long bone fractures · Grasp bruises around ribs, neck, or head · Cerebral infarction COMMON CONSEQUENCES · Partial or total blindness · Developmental delays · Seizures · Cerebral palsy · Paralysis · Impaired intellect · Hearing loss · Speech difficulties · Learning difficulties
The Child's Development and Education The development of language, vision, balance, and motor coordination, all of which occur to varying degrees after birth, are particularly likely to be affected in any child who has SBS. Such impairment can require rigorous physical and occupational therapy to help the child acquire skills that would have developed on their own had the brain injury not occurred. Therapists do this by providing a sensory-rich environment, which forces the child to be attentive. Therapists often work one on one with a child, concentrating on building the child's ability to pay attention. They use sound and other stimuli to increase the child's interest in objects, such as repeatedly squeaking a toy near the child's ear. As they get older, kids who were shaken as babies may require special education and continued therapy to help with language development and daily living skills, such as dressing themselves. Before age 3, a child can receive speech or physical therapy through the Department of Public Health. Federal law requires that each state provide these services for children who have developmental disabilities as a result of being shaken as babies. Some schools are also increasingly providing information and developmental assessments for children under the age of 3. Parents can turn to a variety of rehabilitation and other therapists for early intervention services for children after abusive head trauma. Developmental assessments can assist in improving education outcomes as well as the overall well being of the child. After a child who's been diagnosed with SBS turns 3, it's your school district's responsibility to provide additional special educational services. Effects of TBI on Students |
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PHYSICAL FUNCTIONING |
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| What areas may be affected? | What might that look like? | What may help? |
|---|---|---|
Vision |
Complaints of difficulty seeing words, either
on the board or on paper
Inability to stay on the line when writing or when reading (this may not be a vision problem) Sensitivity to bright or fluorescent lighting |
Hand-held magnifiers
Preferential seating Reproduction of written material – enlarged &/or bold print Paper with heavy lines Colored acetate sheets over textbook pages CCTV with magnification abilities Lighting alterations (bright vs. dim; fluorescent vs. incandescent) |
| Hearing | Off-task behavior
Lack of response to requests for attention |
Preferential seating – close to teacher,
outside row with hearing impaired ear toward wall, away from
sources of noise (hallway, air conditioner
Teacher’s notes/outlines for student to follow &/or a copy of another student’s notes to compare with own FM amplification system |
| Speech | Inaccurate articulation (slurred, strained, "garbled") | Speech therapy
Augmented/alternative communication picture book with snapshots of objects & people one-message recording device (e.g., Yak-Back) slate and stylus electronic communication device (e.g., MessageMate, Chatbox, AlphaTalker, Dubby, DynaMyte) |
| Balance | Inability to balance body in chair
Bumping into walls when ambulating Falling with unusual frequency |
Adaptive Physical Education
Physical Therapy Occupational Therapy Support for walking (e.g., handrails, cane) |
| Muscle tone | Difficulty sitting in upright position
Uncontrolled drooling Very rigid or very loose muscles Inability to place head/hands/arms/legs with intent |
Adaptive Physical Education
Physical Therapy Occupational Therapy Speech Therapy Positioning Chairs |
| Headaches | Verbal complaints of headache
Inability to complete cognitively demanding tasks Inattention Nausea |
Adherence to medication schedules
Part-time attendance &/or frequent breaks (scheduled or requested) |
| Fatigue | Appearance of being sleepy
Deterioration of quality of work throughout the day, or even by the end of an assignment |
Consultation with parents regarding physician’s
reports & medication schedules
part-time attendance and/or frequent breaks (scheduled or requested) |
COGNITIVE FUNCTIONING |
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| What areas may be affected? | What might that look like? | What may help? |
|---|---|---|
| Attention or concentration | Off-task behavior
Distraction caused by neighbor, extraneous noises and/or activity that can be seen through windows and doors |
Signal between student and teacher/peer helper
to bring the individual back to the task at hand
Seating away from sources of distraction Shortened assignments |
| Memory | Difficulty following directions Frequent breaking
of rules
Forgetting to complete or turn in assignments Denial of bad behavior while being punished Inability to recall former actions |
Peer companion to aid student to stay within
rules and boundaries
Structured environment with consistent expectations Simplified planners Visual schedules |
| New learning | Inability to recall information at a later time, even if the student appeared to master the material at the time of instruction | Frequent review of materials, even after initial
mastery
Cueing system (e.g., cards, notes, mnemonic devices, or peer cueing) Errorless learning (high rates of success) Immediate, non-judgmental, corrective feedback Well-organized presentation of material |
| Learning rate | Inconsistent speed of learning – one concept may require only a few repetitions, while another takes many repetitions | Repetition of material provided as needed |
| Initiation | Difficulty beginning work assignments
No initiation of interactions with peers Lack of motivation Passive approach to most or all expected activities |
Watch/timer alarm to cue student to initiate
Use a script for student – "What should I be doing now?" |
| Organization | Writing assignments that "wander"
Inability to adjust to any changes in schedules, school activities, lessons, etc. |
Activity/daily planner
Consistent schedule Visual organizers, outlines, and note cards to organize writing assignment. |
| Sequencing | Difficulty putting items in order
Does not complete work assignments in a logical order |
Adaptive physical therapy
Occupational therapy Speech therapy Checklists/picture schedules for multi-step tasks Involvement of the whole body in activities |
| Generalization | Difficulty transferring skills learned in resource room or therapy to general classroom functioning | Written or pictorial step-by-step directions
Instruction provided in natural/multiple settings |
| Planning | Difficulty planning for play and work activities
Begins activities in haphazard fashion |
Activity/daily planner with routine for scheduling
day
Consistent schedule |
| Thought flexibility | Difficulty coping with changes in routine
Perseveration – getting "stuck" on one thought or behavior Inability to generate more than one possible solution |
Preparation for changes in routine in language
consistent with the cognitive level of the student
Redirection from inappropriate or incorrect behavior |
| Abstract thought | Inability to determine thoughts behind casual
comments
Feelings hurt by cynicism or sarcasm Difficulty understanding figures of speech, or concepts beyond the concrete "here and now" |
Group therapy with cognitive rehabilitation
activities
"Script" for student to get clarification of speaker’s intent |
| Reasoning | Difficulty with drawing conclusions
Inability to figure out and apply rules in problem solving activities Difficulty with production and fluency of thought |
Group therapy with cognitive rehabilitation activities |
| Problem Solving | Difficulty with identifying the problem, understanding
need for help, generating possible solutions, &/or selecting
best solution
Inability to learn from trial and error |
Group therapy with cognitive rehabilitation
activities
Training to identify breakdowns in problem solving |
| Information processing | Delayed responses to teacher’s questions
Considerable time required to complete assignments |
Adequate time for student to answer questions and complete assignments |
| Judgment | Bad decisions about friends, behavior, etc | Group therapy with decision-making activities
Scripts and routines for negotiating difficult situations |
| Confabulation | Exaggeration
Tells stories not necessarily based in fact |
Group cognitive therapy
Peer counseling Journal documenting past activities to guide student’s recollection of facts |
| Fatigue | "Shutting down" following cognitively
demanding tasks
Inability to focus as day progresses Complaints of being tired |
Consultation with parents regarding physician’s
reports & medication schedule
Part-time attendance and/or frequent breaks (scheduled or requested) |
PSYCHOSOCIAL/BEHAVIORAL FUNCTIONING |
||
| What areas may be affected | What might that look like? | What may help? |
|---|---|---|
| Perception, evaluation, and use of social cues | Violation of others’ personal space
Unable to ‘read’ body language and social cues in interpersonal activities |
Social Skills Therapy to address deficits
Contextualized (i.e., at lunch, during art activity) cueing to assist student during interactions |
| Coping with over-stimulating environment | Difficulty functioning in the lunchroom or in gym – may demonstrate with behavioral outburst | Avoidance of over stimulation
Therapy to address deficits Routine for identifying anxiety and "escaping" stressful situation before outbursts |
| Frustration tolerance | Easily upset by failure
Refusal to complete difficult work |
Group Therapy to address deficits
Routine for "waiting" Presentation of easy, previously mastered tasks before beginning difficult work to promote positive feelings of success |
| Emotional control / stability | Sudden changes in emotional state
Emotional reactions (anger, sadness, etc.) out of proportion to the situation Irritability in classroom and during class activities |
Group/Individual Therapy to address deficits
Prevention of emotional reactions through management of environment Routine for "escaping" stressful situations and/or reducing agitation |
| Self Esteem | Repeated and emphasized statements indicating feelings of worthlessness, stupidity, etc. | Group/Individual Therapy and counseling to
address difficulties
Provision of frequent opportunities for success |
| Awareness of deficits
|
Limited insight into own abilities and behavior
Denial of problems and need for help |
Group/Individual Therapy to address deficits
Education about strengths and weaknesses in a supportive environment Analysis and discussion of performance on difficult tasks by student and teacher Counseling for cases of psychological denial |
| Emotional adjustment to injury | Demonstrates social and physical withdrawal, depression or emotional disturbance | Group/Individual Therapy and counseling to
address deficits
Provision of frequent opportunities for success |
| Maturity | Immature behavior | Group Therapy to address deficits
Peer modeling of age-appropriate behavior Discussion of performance in supportive environment |
| Relating to others | Egocentric behavior
Focus solely on self with little concern about needs of others Inappropriate affection towards others Isolation of self |
Group Therapy to address deficits
Cueing for consideration of others’ feelings "Scripts" for interacting with others |
| Self-control / Inhibition | Verbal or physical aggression
Impulsivity Inability to inhibit offensive behaviors Sexual acting-out Risk-taking |
Group/Individual Therapy to address deficits
Consistent and clearly-defined expectations Prevent aggression by eliminating triggers in the environment Peer modeling |
| Pre-existing behavior or learning disabilities | Learning and behavioral difficulties present before the injury become more significant areas of difficulty | Group/Individual Therapy to address needs
Peer counseling/support One-to-one tutoring in difficult subject areas Assorted computer programs that address areas of need |
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