ruth wilcock executive director supporting students with concussions
TRANSCRIPT
Ruth WilcockExecutive Director
Supporting Students with Concussions
To enhance the lives of Ontarians living with the effects of ABI through education, awareness and support
Mission of OBIA
OBIA Support Services
OBIA’s helpline is
seeing increased
calls aboutconcussions1-800-263-5404
Multiple Challenges
Myth
Myth FactYounger children recover better from a brain injury than adults
Younger brains are MORE vulnerable to damage
As an educator you may have a student who has had a concussion whose symptoms continue over a long period of time
You may also encounter a student who has had a moderate or even severe brain injury
Return to Learn
Acquisition of new knowledge
Memory Organization Attention and
concentration Perception Reasoning Problem-solving Initiation
Areas of Cognitive Functioning
Students with ABI will often return to school with previously learned knowledge relatively intact.
It may seem that the student will be ready and able to acquire new information.
For students with ABI this may not the case.
Acquisition of New Knowledge
Present new material in small chunks.
Repeat information frequently and summarize it.
When teaching new concepts include many relevant, concrete examples.
Reinforce information with a variety of visual/auditory aids.
Allow students additional time for review.
Strategies
Students with organizational difficulties as a result of a concussion/ABI may have difficulty completing such tasks as:
performing a task in sequencekeeping track of assignments following a schedule.
Organization
Establish and maintain daily routines.
Provide a written daily schedule for students to refer to and, if necessary, review it at the beginning of each day.
Provide an outline that is coordinated with each class lecture and have the students make notes for each session.
Keep a duplicate copy of handouts and materials for those students who misplace work.
Colour code all materials associated with each class.
Break instructions down into simple steps and have students check off each step as it is completed.
Strategies
Students with attention and concentration difficulties respond best to structured environments which allow for predictable organized and consistent routines.
Attention/Concentration
Provide consistent, predictable, regular routines.
Provide appropriate student work/study areas that limit distraction.
Set up a "quiet" area where students can focus and calm down.
Place student with ABI away from distracting areas such as the door and windows.
Monitor student seating and take note of peers to see if being in close proximity with certain students increases or decreases certain behaviours.
Strategies
Students may have difficulty thinking in abstract terms.
Students may also have difficulty understanding the subtleties of language such as metaphors and the use of humour, particularly sarcasm.
Reasoning
Provide concrete examples
Check for understanding.
Be direct and aware when you are speaking in metaphors
Reduce stress in learning situations
Strategies
Difficulties in problem-solving can apply in both the academic and social realms
Problem Solving
Use step-by-step problem-solving methods.
Provide frequent feedback.
Model problem-solving explicitly (talk through). Assist students in generating solutions. Keep instructions clear and explicit. Provide opportunities for problem-solving at an
appropriate level.
Strategies
Areas of difficulty may include: Frustration Disinhibition Aggression Depression Initiation Poor self-image Poor social behaviour
Behavioural and Emotional Impairments
Redirection is a way of disengaging a person from a particular mode of behaviour
Its intent is to help an individual to shift her/his cognitive “mind set,” particularly when they cannot do so at all or easily.
Strategies – Redirection
The art of redirection involves steering the person away from her/his current behaviour or thought process by engaging them in another task or train of thought, especially one that is incompatible with the current behaviour.
Redirection is frequently used when direct instruction is ineffective due to the nature of the student’s ABI.
Art of Redirection
Active ignoring involves the continued monitoring of a person’s behaviour while deliberately not responding or reacting to it.
It is performed in such a way so that unwanted behaviours are not reinforced, therefore, decreasing in frequency
With active ignoring you allow the student to know that the behaviour is detected but that you will not react to it
Active Ignoring
The problem with the behavioural modification model is:
Inability to understand the connection between the consequence and the behaviour
An inability to remember why she/he had consequences
An inability to generalize from one situation to another
Behavioural Modification Model
Antecedent-Based Approach can be more effective with a student who has an ABI.
By identifying the antecedent and modifying the environment/situation accordingly, you decrease the chance that the person will engage in the behaviour.
Antecedent-Based Approach
Support to Student and Family
Education about concussions
Working with a knowledgeable doctor
General tips and strategies
Support to Student and Family
Information and support regarding the school system including
IPRC – Identification, Placement and Review Committee
IEP – Individualized Education Program Accommodations Other Resources:Guidance CounsellorsSocial Workers
Advocacy OBIA assists with advocacy and/or mediation
to assist with issues such as:A lack of knowledge around brain
injury/concussionA lack of provision of appropriate
accommodations A lack of collaboration with the treating
physician’s recommendations
Support to Schools
Education to school personnel
Assisting with recommendations for accommodations
Support to Schools
When impasses occur, mediate conversations between the school and family
Goal is always to find positive solutions
Always advocate for what is best for the student
Example of Support“Sarah”
Resources Educating Educators About ABI Manual It addresses issues such as: Understanding ABI from a Development
Perspective The Challenges of Working with a Student with ABI Working with ABI in the School Setting Techniques for Working with Individuals with ABI Individual Program Planning/Returning to School A Team Approach to Assessment and Planning Role of the Parents Free for Download at www.abieducation.com
Resources Guidelines for Diagnosing and Managing
Pediatric Concussion
It is an evidenced based document with a specific section for schools, teachers, parents and coaches.
Available online at www.onf.org
