Traumatic Brain Injury Resource Kit Ordering Information



Traumatic Brain Injury Resource Kit

The Traumatic Brain Injury (TBI) Resource Kit contains a wealth of information on understanding the effect of brain injury on children’s learning and behavior that will assist educators in working with students who have TBI. There are also numerous resources for parents included. Each TBI Resource Kit is available to all districts for temporary loan within a given CESA at no cost. The kit is a stand-alone traveling library designed to help educators meet the special education needs of students with brain injury. These kits are available by contacting your local CESA-based TBI consultant at . The following is a list of the contents of the kit by title and ordering information for those wishing to purchase their own copies.

Auditory Processing Activities: Materials for Clinicians and Teachers. JoAnn H. Jefferies and Roger D. Jefferies. 1991. Provides specific activities for the remediation of auditory processing problems in children. Useful information for individuals working with survivors of brain injuries which has affected their communication skills. Catalog #32611. ECL Publications, 708 West Solano Drive, Phoenix, AZ 85013.

Brain Injury: A Home-Based Cognitive Rehabilitation Program. A manual to guide families in developing a home-based remediation program for a family member who has experienced a traumatic brain injury. Includes discussion of behavior management techniques, samples of educational activities, and suggestions for handling behavioral/emotional issues. Though written for families, contains good information that can be used in an educational setting. Catalog #ISBN: 1-882855-3-5. HDI Publishers, Box 131401, Houston, TX 77218.

Brain Star. Jeanne E. Dise-Lewis, Ph.D, Margaret Lohr Calvery, Ph.D, and Hal C. Lewis, Ph.D. 2002. Brain Star provides educational materials for both parents and teachers of students with TBI. It emphasizes importance of team work between home and school (intervention strategies). It provides teaching strategies, parenting techniques, and accommodations as well as information on brain injury and it’s affect on development. Student scenarios are infused throughout the manual to assist with implementation strategies. Lash & Associates Publishing/Training, Inc., 708 Young Forest Drive, Wake Forest, NC 27587-9040; 919-562-0015; .

The Concussion Tool Kit for Schools. DVD by Barry Willer, Ph.D., and John Leddy, M.D. Booklet by Phil Hossler, ATC, and Ron Savage, EdD. 2008. Supplement to Lash and Associates Catalog. Contents: DVD: “Concussion” (5 Modules), Pamphlets: “504 Plan Checklist,” “Back to School After a Mild Brain Injury or Concussion” and “Concussion in Children…When your child has a concussion.” Lash & Associates Publishing/Training, Inc., 708 Young Forest Drive, Wake Forest, NC 27587-9040; 919-562-0015; .

Differentiation through Learning Styles and Memory. Marilee Sprenger. 2008. While this book is not specifically written from the perspective of TBI, its focus on learning styles and memory provides useful strategies for educators working with students with traumatic brain injuries. Content is first organized with general information about learning environments, assessing students’ strengths, and best access to learning. Then, chapters offer strategies based on specific learning styles (visual, auditory, kinesthetic). The book closes with helpful case studies. Corwin Press, 2455 Teller Road, Thousand Oaks, CA 91320; 800-233-9936; corwinpress.

Educating Students with Traumatic Brain Injury: A Resource and Planning Guide. 1996. A manual which presents background information about the nature of brain injuries, how to assess the student's needs, developing an IEP, and managing specific issues such as behavioral changes, communication difficulties, and coordinating therapies. Chapters 6 and 7 give especially helpful strategy suggestions. #BLTN 96304. Wisconsin Department of Public Instruction, Publications Sales - Drawer 179, Milwaukee, WI 53293-0179; 800-243-8782.

Educational Dimensions of Acquired Brain Injury. ProEd, 8700 Shoal Creek Blvd., Austin, TX 78757-6897.

An Educator's Manual: What Educators Need to Know about Students with Brain Injury. Ronald C. Savage and Gary F. Wolcott. 1995. Comprehensive and easy to use manual that outlines the information parents, educators, and administrators need to plan for and help students surviving brain injury. Brain Injury Association, 1776 Massachusetts Avenue NW - Suite 100, Washington, D.C. 20036.

Executive Function in Education from Theory to Practice. Lynn Meltzer, Editor. 2007. This book is written by a number of contributing authors working in the area of research in executive functioning and education. This book describes the significant role executive function plays in learning and describes “how to” improve executive function through the teaching process. The information specific to TBI is limited to attention-deficit/hyperactivity, executive dysfunction, and universal design for learning model. The Guilford Press, 72 Spring Street, New York, NY 10012; 800-365-7006; .

Guidelines for Serving Students With Traumatic Brain Injuries, Revised Edition. 1996. Presents, in convenient outline form, information which will help educators understand the unique characteristics and educational programming implications of students who have experienced traumatic brain injury. While some of the guidelines are specific to the state of Utah, most of the information will be useful across all districts. Has an order form for those who want to purchase their own copy. Utah State Office of Education, 250 East 500 South, Salt Lake City, UT 84111.

How the Special Needs Brain Learns. David A. Sousa. 2007. This book is an excellent overview of several special education categories and information on how to address those needs. Traumatic Brain Injury is NOT one of the categories. The Introduction and Chapter 1, “The Brain and Learning,” are most useful from the TBI perspective. Corwin Press, 2455 Teller Road, Thousand Oaks, CA 91320; 800-233-9936; .

Memory 101 for Educators. Marilee Sprenger. 2006. Using memory strategies, the author developed the acronym N.E.V.E.R. F.O.R.G.E.T. to assist the reader in understanding how memory works. The author also outlines various strategies to guide the educator and students in improving their memory skills. Corwin Press, 2455 Teller Road, Thousand Oaks, CA 91320; 800-233-9936; .

Signs and Strategies for Educating Students with Brain Injuries: A Practical Guide for Teachers and Schools. Gary Wolcott, Marilyn Lash, and Sue Pearson. 1995. Useful information to use to under-stand and plan for the educational needs of children and adolescents with brain injuries. Provides guidelines, practical tips, and intervention strategies teachers and caregivers can implement immediately. Presented in a format which is easy to use; information is easy to find even though there is no index. #ISBN: 1-882855-33-7.

The Source for Executive Function Disorders (age16 and up). Susanne P. Keeley. 2003. Written by a specialist in evaluation and treatment of adult neurological disorders in many settings, this is a practically focused book that includes examples and worksheets with thorough discussion by the author. Its main focus is helping a “recovered” person, age 16 years or older, deal with the practical road blocks that come with TBI to the frontal lobe (where executive function is housed). The practical road blocks that appear often relate to time management, memory sequence, social skills related to time management, being able to multitask for returning to work or seeking employment or returning to educational setting. This 8x11 manual is soft cover, about 175 pages and comes with a CD that has worksheets and directions on how to print. CCC-SLP Catalog # ISBN. 10:0-7606-0903-3 and 13: 978-0-7606-0503-5. Publisher: LinguiSystems,Inc., 3100 4th Avenue, East Moline, IL 61244; 800-776-4332; .

Strategies for Managing Challenging Behaviors of Students with Brain Injuries. Many children and adolescents with brain injuries experience cognitive, physical, and sensory psychosocial and behavioral changes that affect their lives in many ways. Often unwanted behaviors are exhibited that can negatively impact everyday functioning. These behaviors limit participation in activities. The primary focus of this book is on behavioral analysis, intervention strategies, and the acquisition of functional skills. Stephen Bruce, M.Ed, and Lisa Selznick Gurdin, MS, and Ron Savage, Ed. D. 2006. Lash & Associates Publishing/Training, Inc., 708 Young Forest Drive, Wake Forest, NC 27587-9040; 919-562-0015.

What Every Teacher Should Know About Learning, Memory, and the Brain. Donna Walker Tileston. 2004. This book discusses how students acquire and process information. The book explains the different types of memory including short-term, working and long-term memory, and how to help students retrieve information. The book is not specifically written for students with TBI. Corwin Press, 2455 Teller Road, Thousand Oaks, CA 91320; 800-233-9936; .

What We Know About Educating Students with TBI. Bureau for Education for Exceptional Students, Division of Schools Florida, Department of Education Suite #614, Tallahassee, FL 32399-0400.

The following list of articles may be ordered from Department of Rehab Medicine, N.E. Medical Center Tufts University, 750 Washington Street, #75K/R, Boston, MA 02111:

Lash, Marilyn. When Your Child Goes to School After an Injury. 1992.

Lash and Associates. Package of Tip Cards.

Lash, Marilyn and Jane Haltwanger. When Young Children are Injured, Families as Caregivers in Hospitals and at Home. 1992.

Lash, Marilyn. When Your Child is Seriously Injured, The Emotional Impact on Families. 1990.

Lash, Marilyn. School Reintegration for Children with Traumatic Brain Injuries, Conflicts between Medical and Educational Systems. 1993. EDCOM61.

Lash, Marilyn, Carryl Navalta, Paul Kahn, and Scott Osberg. A Manual for Families of Children with Acquired Brain Injuries, Skills for Managing Your Child's Special Needs for Educational and Vocational Planning. August 1996. TB1102.

Traumatic Brain Injury Information Kit

Annotated Bibliography by Primary Topic Area

Kathy Wanat, CESA 6 Program Support Teacher, developed the following bibliography which lists topics of specific interest to those using the kit. For example, if you are interested in “Physiology and Types of Brain Injury,” you may look in any of the books identified under that topic and turn to the pages identified as a quick reference.

Physiology and Types of Brain Injuries

1. Educating Students with a Traumatic Brain Injury 5-17

2. Signs and Strategies Book 39-42

3. An Educator’s Manual 11-24

4. What we Know About Educating Students with TBI 3-15

5. Educational Dimensions of ABI 3-11,13-31

6. Strategies for Managing Challenging Behaviors 9-16

7. Brain Star 23-74

8. Differentiation 4-6, 19, 35

Assessment

1. Educating Students with a Traumatic Brain Injury 39-50

2. An Educator’s Manual 49-71

3. Guidelines For Serving Students with TBI 79

4. What We Know About Educating Students with TBI 55-61, 175-178

5. Educational Dimensions of ABI 69-115, 192-198, 345-364,

459

6. Strategies For Managing Challenging Behaviors 58-81

7. Differentiation 71, 84-85, 94,113-4

8. The Source for Executive Function Disorders (age16 and up) 27-30

Returning To School

1. Educating Students with a Traumatic Brain Injury 21-27

2. Signs and Strategies Book 66-86

3. An Educator’s Manual 26-37

4. Guidelines For Serving Students with TBI 71-77

5. What We Know About Educating Students with TBI 23-37

6. Educational Dimensions of ABI 400-408, 413-431

7. Brain Star 267-284

Transition from School, Post-Secondary Schools, and Employment

1. An Educator’s Manual 98-103

2. What We Know About Educating Students with TBI 155-165

3. Educational Dimensions of ABI 507-541

4. The Source for Executive Function Disorders (age16 and up) 72-172

Prevention

1. Educating Students with a Traumatic Brain Injury 105-110

2. An Educator’s Manual 132-143

Organizations and County Resources

1. Educating Students with a Traumatic Brain Injury 151-166

2. What We Know About Educating Students with TBI 191-198

3. Brain Star 247-265

Behavioral Issues

1. Educating Students with a Traumatic Brain Injury 66-76

2. Brain Injury: A Home Based Cognitive Rehabilitation Program 9-26, 53-75

3. An Educator’s Manual 83-89

4. What We Know About Educating Students with TBI 85-101

5. Educational Dimensions of ABI 257-292

6. Strategies For Managing Challenging Behaviors 17-58

7. Brain Star 75-94

Intervention Strategies

Auditory Discrimination

1. Auditory Processing Activities: Materials for Clinicians and Teachers 4-26

Auditory Memory

1. Auditory Processing Activities: Materials for Clinicians and Teachers 42-63

Auditory Perception

1. Auditory Processing Activities: Materials for Clinicians and Teachers 84-105

Auditory Association

1. Auditory Processing Activities: Materials for Clinicians and Teachers 132-159

Auditory Synthesis

1. Auditory Processing Activities: Materials for Clinicians and Teachers 176-196

Auditory Comprehension

1. Auditory Processing Activities: Materials for Clinicians and Teachers 210-247

2. Brain Injury: A Home Based Cognitive Rehabilitation Program 36-39

3. Educational Dimensions of Acquired Brain Injury 175-176,178

4. Differentiation 91-109

Physical Strategies/Accommodations

1. Signs and Strategies Book 14, 15, 44

2. Educational Dimensions of Acquired Brain Injury 367-389

3. Educating Students with a Traumatic Brain Injury 52-53

4. Differentiation 111-130

Visual

1. Educating Students with a Traumatic Brain Injury 54

2. Differentiation 69-89

Hearing

1. Educating Students with a Traumatic Brain Injury 55

Memory

1. Educating Students with a Traumatic Brain Injury 56-57

2. Signs and Strategies Book 28-29, 43-44

3. Brain Injury: A Home Based Cognitive Rehabilitation Program 30-40

4. Educational Dimensions of Acquired Brain Injury 179

5. An Educator’s Manual…………………………………………… 74

6. Brain Star 171-176

7. Differentiation 49-68

8. What Every Teacher Should Know About Learning, Memory

and the Brain 19-41

Attention

1. Educating Students with a Traumatic Brain Injury 57

2. Signs and Strategies Book 30-33, 49-50

3. Brain Injury: A Home Based Cognitive Rehabilitation Program 28

4. Educational Dimensions of Acquired Brain Injury 124-128, 174-175

5. An Educator’s Manual 72-73

6. Brain Star 129-136

7. Differentiation 31-33

8. Executive Function in Education 10

9. The Source for Executive Function Disorders (age16 and up) 75-154

Organizational Strategies

1. Educating Students with a Traumatic Brain Injury 58-59

2. Signs and Strategies Book 34-35, 43-44

3. An Educator’s Manual 74

4. Educational Dimensions of Acquired Brain Injury 128-142,176-181

5. Brain Star 205-212

6. The Source for Executive Function Disorders (age16 and up) 49-73

Problem Solving Strategies

1. Educating Students with a Traumatic Brain Injury 60

2. Brain Injury: A Home Based Cognitive Rehabilitation Program 40-43

3. An Educator’s Manual 74

4. Educational Dimensions of Acquired Brain Injury 177, 432-433

Reading Strategies

1. Educating Students with a Traumatic Brain Injury 61

2. Sign and Strategies Book 46-47

Writing

1. Educating Students with a Traumatic Brain Injury 62

2. Differentiation 16, 24, 44

Math

1. Signs and Strategies 47

Social Strategies

1. Signs and Strategies 48

2. Brain Star 137-141, 199-204, 239-242

3. Differentiation 15-18

4. The Source for Executive Function Disorders (age16 and up) 155-172

Sequencing

1. Brain Injury: A Home Based Cognitive Rehabilitation Program 34-35

2. Educational Dimensions of Acquired Brain Injury 180

3. Brain Star 213-216

Word Retrieval

1. Educational Dimensions of Acquired Brain Injury 176

2. Brain Star 243-246

Generalizations

1. Educational Dimensions of Acquired Brain Injury 181

Language

1. Educational Dimensions of Acquired Brain Injury 439-447

2. Brain Star 143-147, 221-226

Behavioral Interventions

1. Educating Students with a Traumatic Brain Injury 77-83

2. Signs and Strategies Book 16-27, 50-52

3. An Educator’s Manual 89-92

4. Educational Dimensions of Acquired Brain Injury …. 436-438

5. Strategies for Managing Challenging Behaviors. 83-94

6. Brain Star 94-97, 227-232

Motor Skills

1. Brain Star 149-159, 217-220

Executive Function

1. Brain Star 161-169, 177-186

2. Executive Function in Education 6

New Learning

1. Brain Star 187-198

Sensory

1. Brain Star 233-237

Cognitive Remediation

1. Executive Function in Education 146

2. Universal Design for Learning Model 296-298

3. The Source for Executive Function Disorders (age16 and up) 82-91, 155-172

Assessment

The Source for Executive Function Disorders (age16 and up) 27-30

Transition from School to Post-Secondary Education or Employment

The Source for Executive Function Disorders (age16 and up) 72-172

Attention

The Source for Executive Function Disorders (age16 and up) 75-154

Organizational Strategies

The Source for Executive Function Disorders (age16 and up) 49-73

Social Strategies

The Source for Executive Function Disorders (age16 and up) 155-172

Behavioral Interventions

The Source for Executive Function Disorders (age16 and up) 82-91, 155-172

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