![](https://static.wixstatic.com/media/7a9d48d5a156481da91fa3f74432133d.jpg/v1/fill/w_1920,h_1210,al_c,q_90,usm_0.66_1.00_0.01,enc_avif,quality_auto/7a9d48d5a156481da91fa3f74432133d.jpg)
Traumatic Brain Injury
Definition
The Center for Disease Control (CDC) defines Traumatic Brain Injury as “a disruption in the normal function of the brain that can be caused by a bump, blow, or jolt to the head, or penetrating head injury” (CDC, 2017). Traumatic Brain Injury, also referred to as TBI, is unlike many other disabilities or disorders, due to the fact that individuals are not born with TBI. Anyone from children to mature adults are at risk for a TBI, as a head injury can happen to anyone at any time. The CDC also states that “the severity of a TBI may range from ‘mild’ (i.e. a brief change in mental status or consciousness) to ‘severe’ (i.e. an extended period of unconsciousness or memory loss after the injury” (CDC, 2017). Traumatic Brain Injuries that are deemed mild can leave individuals with short term effects that only last a few days, but a severe TBI may lead to effects that last an entire lifetime. Traumatic Brain Injuries can result in impaired movement, impaired thinking and/or memory loss, impaired hearing and/or vision, difficulty with physical movement, and a change in emotional functioning (i.e. depression). The most common TBI in the United States is a concussion, which falls into the “mild” category of TBI (CDC, 2017). Traumatic Brain Injuries can be caused by sporting accidents, falls, car accidents, blunt-force to the head, and gunshot wounds.
According to TraumaticBrainInjury.com, there are several subcategories of TBI:
Closed Head Injury – The skull remains intact and has not been penetrated. This type of TBI is usually caused by direct or indirect force. An example of this would be a concussion.
Open Head Injury – The skull is penetrated and there is direct injury to the head.
Diffuse Axonal Injury – There is diffuse cellular injury to the brain, meaning that axons have been torn or damaged due to rapid, rotational movement. This injury commonly occurs from car accidents.
Contusion – Similar to bruising under the skin, there is bleeding within tissue of the brain.
Penetrating Trauma – An object enters the brain, resulting in direct injury to the brain as skull fragments shatter. An example of this would be a bullet shot into the head.
Secondary Injury – The swelling of the brain, accompanied by a release of chemicals that cause inflammation and cell injury. In severe cases, the individual dies due to the brain herniating (pushing out) the base of the skull, leading to respiratory failure. An example of this is brain damage caused by lack of oxygen.
Acquired Brain Injury – This type of brain injury is any brain injury not linked to hereditary, congenital, or birth causes. This type of brain injury is technically not caused by trauma, but symptoms fall into the TBI category.
*(traumaticbraininjury.com, 2004-2006).
How common is TBI among school-aged children?
Children of ages 0-4 have the highest rates of visiting the Emergency Department of a hospital due to a Traumatic Brain Injury. The age group with the second highest rate of E.R. visits is ages 15-24. The age group with the third highest rate of E.R. visits is children aged 5-14. The Brain Injury Association of America also states that for “. . . children ages 0 to 14, brain injury results in an estimated 2,685 deaths, 37,000 hospitalizations, and 435,000 emergency department visits. In its 2004 Report to Congress, Traumatic Brain Injury in the United States: Emergency Department Visits, Hospitalizations, and Deaths, the Centers for Disease Control and Prevention notes falls are the leading cause of TBI for children age 0-4. Approximately 1,300 U.S. children experience severe or fatal brain trauma from child abuse every year” (Brain Injury Association of American, 2018).
As stated earlier, TBI falls into 2 major categories: mild and severe. The symptoms for mild TBI are as follows:
-
Difficulty thinking clearly
-
Headache
-
Fuzzy vision
-
Sadness, irritability, and/or depression
-
Balance problems
-
Sensitivity to light and sound
-
Trouble falling asleep
-
Feelings of anxiety
-
Sleeping less than usual, or sleeping more than usual
-
Difficulty remembering new information
-
Feeling slowed down
-
Difficulty concentrating
-
Nausea or vomiting
Someone with a mild TBI may experience some or all of these symptoms (CDC, 2017).
The symptoms for a severe TBI are as follows:
-
Cognitive Symptoms, including but not limited to: language processing, impulse control, seeking attention, confusion, memory, processing speed, and concentration.
-
Speech and Language Symptoms: Receptive Aphasia (not understanding spoken word), Expressive Aphasia (difficulty speaking or expressing thoughts), slurred speech, speaking very fast or speaking very slow, difficulty reading, and difficulty writing.
-
Sensory Symptoms: difficulty with sensation of temperature, interpreting touch, movement of limbs, and limb positioning.
-
Perceptual Symptoms: difficulty patterning or integrating sensory impressions or experiences into meaningful psychological data.
-
Visual Symptoms: partial or total loss of vision, blurred vision, problems judging distance, Nystagmus (involuntary eye movement), Photophobia (intolerance of light), Diplopia (double vision), and weakness of eye muscles.
-
Auditory Symptoms: decrease of hearing, total loss of hearing, increased sensitivity to sound, and ringing in the ears (Tinnitus).
-
Effects on Other Senses: Anosmia (a diminished or totally lost sense of smell), and diminished or totally lost sense of taste.
-
Physical Symptoms: Partial or total paralysis, difficulty with menstruation, chronic pain, difficulty sleeping, loss of control over bowels, loss of stamina, change in appetite, and a difficulty maintaining body temperature.
-
Social/Emotional Symptoms: being in a state of denial, lack of awareness, depression, aggression, irritability, loss of motivation, Disinhibition (loss of inhibition, which is the restraint of certain behaviors), and change in emotional ability.
-
Other: seizures (convulsions associated with epilepsy).
Someone with a severe TBI may experience some or all of these symptoms (traumaticbraininjury.com, 2004-2006).
Specific symptoms for young children, including infants, with a TBI:
-
Change in nursing and/or eating
-
More irritable than usual
-
Persistent crying
-
Inability to be consoled or comforted
-
Noticeably decreased attention span
-
Loss of interest in favorite toys
-
Seizures
-
Sadness or depression
-
Change in sleeping patterns
-
Drowsiness
Children with a TBI may experience some or all of these symptoms (Mayo Clinic, 2018).
Instructional Strategies
According to the Brain Injury Association of America, children who return to school after experiencing a TBI have different emotional and academic needs than they did before, and their “disability has happened suddenly and, in many instances, traumatically. They can often remember how they were before the brain injury, which can bring on many emotional and social changes. The child's family, friends, and teachers may also recall what the child was like before the injury, and may have trouble adjusting their expectations of the child” (Brain Injury Association of America, 2018). It is important, therefore, to:
-
Set meaningful and realistic goals for the student with a TBI based on their present level of ability; do not based goals on academic performance before the occurrence of a TBI
-
Provide simple rationale so students understand why certain instruction and activities are important
-
Provide constant emotional support. Show the student with the TBI that you see them for the person that they are, not for what their disability is.
-
Clearly state directions for tasks. Directions should include as few steps as possible and be simple. Ask the student to state directions back to the you (the instructor) to check understanding
-
Break up tasks into smaller steps, and be sure to model all steps
-
Set an appropriate pace for student response and practice related to instruction and/or activities
-
Provide immediate feedback and error correction. Feedback and/or correction should be constructive and positive
-
Use verbal praise and encouragement frequently and consistently
-
Use positive commands for behavior (tell a student to start doing a positive behavior instead of telling a student to stop a negative behavior)
-
Use eye contact frequently and speak in a slow, calm voice
-
Give students adequate time to follow through with directions and activities
-
Recognize all student effort
-
Create an accessible physical classroom environment for students who are now living with physical impairment due to TBI, including students who may now use a wheelchair as a mobility aide
-
Utilize flexible schooling – after a TBI, start with limited homebound instruction, then transition to gradual increase in attendance days at school, and enroll students in a lighter course load that fits their current needs
-
Give students additional time to relearn old concepts and skills before introducing new material
-
Create a quiet classroom that does not lead to overstimulation or the student becoming overwhelmed by sensory input
-
Utilize “down time”
-
Consider giving a student with a TBI ear plugs when he or she is focusing on a task/part of a task
-
Seat the student next to the teacher or a peer that can patiently guide the student during activities
-
Remove unnecessary lighting and noises
-
Provide extra time for students to navigate through hallways, as they may be disorienting
-
Allow students time to adjust to classroom routines and the schedule for the school day
-
Structure transition times – both in the classroom between lessons, and out of the classroom for other activities or classes – and maintain consistency to avoid emotional distress
-
Utilize assistive technology (text to speech, word processors, electronic spellers, calculators, timers)
-
Change formatting on tests without changing the content being measured
-
Give the student with a TBI a “Feelings Journal” to be kept between the student and teacher
-
Utilize graphic organizers, large print books, books on tape, and print schedules out for students
*Not all of these supports may be necessary for every student with a TBI, as all students with a TBI have varying strengths and varying needs (Brainline, 2018).
Children with a TBI may also be given an Individualized Education Plan (IEP) depending on the severity of the TBI itself, and the long-term effects after the occurrence of a TBI. Additional strategies for easing the academic experience for students with a TBI include: not making the student due presentations in front of the class, to reduce stress and prevent agitation; allow for oral examinations when possible, and allowing the student to record – with audio or video – classroom lessons and activities (Brain Injury Association of America, 2018).
Useful Websites
https://www.cdc.gov/traumaticbraininjury/index.html
http://www.traumaticbraininjury.com/
https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557
https://medlineplus.gov/traumaticbraininjury.html
https://www.ninds.nih.gov/Disorders/All-Disorders/Traumatic-Brain-Injury-Information-Page
Research
This first study is based around mild Traumatic Brain Injury (mTBI) with the goal of analyzing long term effects of mTBIs, such as concussions, by studying oculomotor movement and reaction time to stimuli. Researchers Dos-Santos, Santos, Mohapatra, and Degani found that individuals who had suffered from an mTBI suffered from abnormal eye movement when moving the eye horizontally, and also had slower reactions to both auditory and visual stimuli. The study concluded that mTBIs resulted in long-term damage to neural functions in the brain, as well as impairment to how quickly the body responds to stimuli in the surrounding environment.
“Long Term Effects of Mild Traumatic Brain Injuries to Oculomotor Tracking Performances and Reaction Times to Simple Environmental Stimuli.” Science Reports. N.P., 15 March 2018. Web. 25 March 2018. https://www.nature.com/articles/s41598-018-22825-5
Researchers Wu, Vogel, Gao, Lin, Kulwin, and Chen aimed to discover if a pharmacological drug could help individuals living with the effects of TBI. The researchers identified a drug called Dexmedetomidine, also referred to as Dex, which had been tested on slices of the brain and had been found to have protective properties on the hippocampal region (neuroprotective properties). In this study, Dex was tested on live mice in order to gauge to neuroprotective effects on living animals with TBI, in hopes that one day Dex could help humans with TBI. The study found that Dex not only reduced brain tissue loss and preserved cells in the hippocampus, but Dex also resulted in less synapses being lost and also prevented axonal degeneration. Dex would be useful, therefore, in treating patients with Diffuse Axonal Injury. Over all, Dex prevented tissue lesions and cell death in the mice it treated compared to the control group.
“Neuroprotective Effect of Dexmedetomidine In A Murine Model of Traumatic
Brain Injury.” Science Reports. N.P., 21 March 2018. Web. 25 March 2018.
https://www.nature.com/articles/s41598-018-23003-3
Researchers Su, Wu, Chen, and Yang aimed to analyze the effects of low-intensity ultrasound waves on the brain after a Traumatic Brain Injury, and used mice to test the effects on animals. The researchers hoped to see a positive change in both behavior of the mice, and the tissues of the brain itself (referred to as “histological changes”). Over a 4 week period, the researchers exposed the mice to low-intensity pulsed ultrasound (LIPUS) over the injured area of the brain, with treatment occurring every single day of the 4 weeks. What researchers found was that not only did behavior and tissue condition improve, but contusions (bleeding of the brain) were reduced significantly and brain function in mice treated with LIPUS was better than mice with a TBI that were not treated with LIPUS. The brain after a TBI was also able to improve blood-water permeability, meaning that fluids could flow better in the skull after LIPUS. The results of this study will hopefully allow for human treatment of TBIs using LIPUS in order to reduce long-term damage after a TBI, and improve overall brain function.
“Low-Intensity Pulsed Ultrasound Improves Behavioral and Histological Outcomes After
Experimental Traumatic Brain Injury.” Science Reports. N.P., 14 November 2017. Web.
26 March 2018. https://www.nature.com/articles/s41598-017-15916-2
Additional General Information on Traumatic Brain Injury
-
Males, at any age, are more at risk for a TBI related to an accident than females (CDC, 2017)
-
TBIs can also be the result of injury in a military combat zone, and can be linked with PTSD (MedlinePlus, 2018)
-
In 2013, the leading cause of TBI was a fall. Falls affect both the youngest and the oldest citizens in the United States more than any other age group (CDC, 2017)
-
In 2012, nearly 329,290 children in the United States were treated for concussions due to sports-related injury (CDC, 2017)
-
No two brain injuries are alike, and the effects of similar brain injuries are different in every individual (traumaticbraininjury.com, 2004-2006)
-
Ways to prevent children from experiencing a TBI include: making sure children wear seatbelts while in a car, and air bags are operational; make sure children wear helmets while riding bikes and playing sports (when applicable); make sure stairs at home are free of clutter/objects children may trip over; improve lighting in areas where children are present; install gates at the tops of stairways; use non-slip mats in showers or bathtubs; and make sure children are supervised at all times (Mayo Clinic, 2018).
![](https://static.wixstatic.com/media/513704_842bd927140c48959150aec1c941f48a~mv2.jpg/v1/fill/w_464,h_308,al_c,q_80,usm_0.66_1.00_0.01,enc_avif,quality_auto/513704_842bd927140c48959150aec1c941f48a~mv2.jpg)
![](https://static.wixstatic.com/media/513704_84ed7097ae8e46deb88e17d22e4c74b8~mv2.png/v1/fill/w_460,h_306,al_c,q_85,usm_0.66_1.00_0.01,enc_avif,quality_auto/513704_84ed7097ae8e46deb88e17d22e4c74b8~mv2.png)
![](https://static.wixstatic.com/media/513704_27ee223ce00f462ea638bc40b8db3cc2~mv2.jpg/v1/fill/w_958,h_458,al_c,q_85,usm_0.66_1.00_0.01,enc_avif,quality_auto/513704_27ee223ce00f462ea638bc40b8db3cc2~mv2.jpg)
Sources for Information
Traumatic Brain Injury & Concussion. (2017). Centers For Disease Control and Prevention. Retrieved March 25, 2018 from https://www.cdc.gov/traumaticbraininjury/
Bowen, Julie M. (2018). Classroom Interventions for Students With Traumatic Brain Injuries. Brainline. Retrieved March 26, 2018 from https://www.brainline.org/article/classroom-interventions-students-traumatic-brain-injuries
Children & Brain Injury: Impact on Education. (2018). Brain Injury Association of America. Retrieved March 27, 2018 from https://www.biausa.org/brain-injury/about-brain-injury/children-what-to-expect/children-brain-injury-impact-on-education
Traumatic Brain Injury. (2018). MedlinePlus. Retrieved March 25, 2018 from https://medlineplus.gov/traumaticbraininjury.html#cat_77
Understanding TBI. (2004-2006). TraumaticBrainInjury.com. Retrieved March 25, 2018 from http://www.traumaticbraininjury.com/understanding-tbi/
Traumatic Brain Injury. (2018). Mayo Clinic. Retrieved March 25, 2018 from https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557
Sources for Visuals
Traumatic Brain Injury Infographic (2014). Visually. Retrieved March 27, 2018 from https://visual.ly/community/infographic/health/traumatic-brain-injuries-tbi
The Daily Challenges of Traumatic Brain Injury (2018). Hope for the Warriors. Retrieved March 27, 2018 from https://www.hopeforthewarriors.org/newsroom/the-daily-effects-of-traumatic-brain/
Brain Injuries: High School Athletes at Risk (2018). Brain Connection. Retrieved March 27, 2018 from https://brainconnection.brainhq.com/2000/06/03/brain-injuries-high-school-athletes-at-risk/
Why Classroom Management Is Important for Teachers (2017). Future Class, IQ Class. Retrieved March 27, 2018 from https://www.iqboard.net/blog/why-classroom-management-is-important-for-teachers/
![](https://static.wixstatic.com/media/513704_54dc37c88ff84fa5ba55bf3424106872~mv2_d_4000_2400_s_4_2.jpg/v1/fill/w_953,h_572,al_c,q_85,usm_0.66_1.00_0.01,enc_avif,quality_auto/513704_54dc37c88ff84fa5ba55bf3424106872~mv2_d_4000_2400_s_4_2.jpg)