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Module Main | Module Description | Instructional Outcomes | Instructional Proficiencies | Instructional Events | Instructional Evaluation

Behavioral Issues for Students with Traumatic Brain Injury (TBI)
Author
Kathleen A. Munroe, MS CCC-SLP CBIS, Riley Hospital for Children – Department of Pediatric Neurosurgery

Module Description
Behavior problems are common in children and adolescents who have sustained traumatic brain injury (TBI). These difficulties can affect cognitive, social, and emotional recovery and ultimately compromise academic performance in the classroom. Behavioral problems secondary to brain injury can produce a wide range of short-term and long-term effects on the student's functioning. This module will examine the common behavioral problems associated with TBI and the impact these difficulties can have on performance in the classroom. The relationship between the brain injury and behavior will be discussed to enhance the readers' knowledge of the impact brain injury has on behavior. Intervention strategies that address specific problematic behaviors to be implemented by educators and parents will be presented. Case studies will be used as a means to develop effective behavioral plans in order to manage inappropriate behaviors frequently displayed by students with TBI.
 
Instructional Outcomes
After completing the module, the user will be able to:
  1. Understand the relationship between brain injury and behavior;
  2. Identify behavior problems commonly associated with TBI;
  3. State how behavioral difficulties interact with the developmental stages and needs of the student with TBI;
  4. Understand the aspects essential to the development of a behavior management program for the student with TBI;
  5. Complete a functional behavior assessment and subsequent behavior support plan for a student with TBI; and
  6. State effective intervention strategies to manage specific behavior problems exhibited by students with TBI.
Instructional Proficiencies
IPSB Standard #7: The educator of students with exceptional needs understands the importance of teaching appropriate behaviors and social skills and effectively applies and models these strategies in interactions with students, families and colleagues.
 
Performance #1: Designs and implements positive behavior intervention strategies and plans that are appropriate to the needs of the individual learner.
 
Performance #2: Advocates for and models the use of appropriate social skills when interacting with others.
 
Performance #3: Communicates the benefits of and demonstrates methods for conflict resolution, crisis prevention/intervention strategies, and behavior intervention strategies.
Performance #4: Keep abreast of changing tenets and strategies for fostering appropriate social skills.
 
Performance #5: Creates and advocates a safe, nurturing educational climate which fosters self-expression and positive social development.
 
Performance #7: Knows how various medications, therapies, and other interventions may affect the learner’s performance.
 
Performance #8: Integrates social skills into the curriculum by utilizing effective teaching strategies.
 
Performance #9: Prepares the learner to exhibit self-enhancing behavior in response to societal attitudes and actions.
 
Performance #10: Implements the least intrusive intervention consistent with the needs of the learner.
Instructional Events
Narrative text of this module   The educator will complete the following activities and submit to their instructor for grading:.  Specific web sites and text references are provided to assist you in completing the instructional events based on the two case studies.
 
 
 
Bibliography and related readings can be found here.
Instructional Evaluation
Case Study #1: Brian
 
Brian will be returning to school in the fall and you have been asked to anticipate and plan for Brian’s return to the classroom. The chart below is offered as a tool to illustrate specific behavioral deficits that may influence academic achievement and social competence in the classroom.  Using the multidisciplinary test findings stated above, you are asked to complete the chart below with (1) the specific behavior impairments displayed by Brian, (2) how these impairments might affect classroom performance, and (3) possible intervention strategies to consider implementing when he returns to school.  The chart has been started for you. 

 Impairment
Potential Influence on Classroom Behaviors
Possible Intervention Strategies
Poor problem solving skills
Does not think through solutions to situations
Ask questions that help Brian identify the problem, plan, and implement a solution
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

ASSESSMENT RUBRIC

Proficient
Emerging
Novice
Unacceptable
Chart lists at least 10 behavioral impairments; at least 10 potential influences on classroom behavior; and 10 appropriate intervention strategies.
 
Chart lists at least 7 behavioral impairments; at least 7 potential influences on classroom behavior; and 7 appropriate intervention strategies.
Chart lists at least 5 behavioral impairments; at least 5 potential influences on classroom behavior; and 5 appropriate intervention strategies.
Chart lists less than 5 behavioral impairments; less than 5 potential influences on classroom behavior; and less than 5 appropriate intervention strategies.

Case Study #2: Stephanie

Write a short reflection paper (not more than 4 pages) that offers (1) implications for the classroom and Stephanie’s behavior based on the results of the school psychological assessment; (2) suggestions for a functional behavioral assessment (FBA) that her teacher might employ to identify the circumstances that impact the presence or absence of these challenging behaviors; and (3) offer suggestions for an individualized behavioral intervention plan (BIP) to address Stephanie’s challenging behaviors and the environmental, cognitive and neurological factors that elicit the behaviors reported by the teacher. 
 
ASSESSMENT RUBRIC

Proficient
Emerging
Novice
Unacceptable
 
Reflection paper accurately describes the relationship between brain injury and its impact on behavior. The FBA suggests 6+ appropriate antecedent events and 6+ consequential events for the behavior described. Offers 6+ appropriate intervention strategies for managing these behavior problems.
 
 
Reflection paper fairly accurately describes the relationship between brain injury and its impact on behavior. The FBA includes 4-5 appropriate antecedent events and 4-5 consequential events for the behavior described. Offers 4-5 appropriate intervention strategies for managing these behavior problems.
 
 
 
Reflection paper incompletely describes the relationship between brain injury and its impact on behavior. The FBA includes 2-3 appropriate antecedent events and 2-3 consequential events for the behavior described. Offers 2-3 appropriate intervention strategies for managing these behavior problems.
 
 
 
Reflection paper does not describe the relationship between brain injury and its impact on behavior. The FBA includes less than 2 appropriate antecedent events and less than 2 consequential events for the behavior described. Offers less than 2 appropriate intervention strategies for managing these behavior problems.
 

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