Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

Each year approximately 700,000 U.S. children aged 0–19 years sustain a traumatic brain injury (TBI) placing them at risk for academic, cognitive, and behavioural challenges. Although TBI has been a special education disability category for 25 years, prevalence studies show that of the 145,000 students each year who sustain long-term injury from TBI, less than 18% are identified for special education services. With few students with TBI identified for special education, TBI is mistakenly viewed as a low-incidence disability, and is covered minimally in educator preparation. We surveyed educators and found that they lacked knowledge, applied skills, and self-efficacy in working with students with TBI. While those with special education credentials and/or additional training scored significantly higher than general educators, all demonstrated inadequate skills in working with students with TBI. This finding suggests that teachers, especially those in general education, have misconceptions and knowledge gaps about TBI and its effects on students. Misconceptions have led to the misidentification and under-identification of students with TBI, leaving this group of students with disabilities potentially underserved. To meet the academic and behavioural needs of students with TBI, all educators need effective training in working with students with TBI

Traumatic Brain Injury and Teacher Training: A Gap in Educator Preparation

This study examines the level of training provided on traumatic brain injury (TBI) in teacher training programs. Research has shown teachers lack knowledge about the consequences of TBI and about the related services students with TBI might require. Participants included faculty members in teacher training programs in the United States. The current study revealed very little formal training on TBI is provided in teacher training programs. If provided, TBI training was more likely to be found in special education classes than in general education settings

Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators

Each year approximately 700,000 U.S. children aged 0–19 years sustain a traumatic brain injury (TBI) placing them at risk for academic, cognitive, and behavioural challenges. Although TBI has been a special education disability category for 25 years, prevalence studies show that of the 145,000 students each year who sustain long-term injury from TBI, less than 18% are identified for special education services. With few students with TBI identified for special education, TBI is mistakenly viewed as a low-incidence disability, and is covered minimally in educator preparation. We surveyed educators and found that they lacked knowledge, applied skills, and self-efficacy in working with students with TBI. While those with special education credentials and/or additional training scored significantly higher than general educators, all demonstrated inadequate skills in working with students with TBI. This finding suggests that teachers, especially those in general education, have misconceptions and knowledge gaps about TBI and its effects on students. Misconceptions have led to the misidentification and under-identification of students with TBI, leaving this group of students with disabilities potentially underserved. To meet the academic and behavioural needs of students with TBI, all educators need effective training in working with students with TBI

The measurement of emotion regulation: A confirmatory analysis

xvi, 133 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.The increasing incidence of depression worldwide has led the World Health Organization to predict that depression will be the second leading global burden of disease by 2020. Since depression is often characterized by suboptimal emotion regulation, one of the potential pathways for understanding the transmission of depression risk is through the examination of early emotion regulation development, specifically in a known at-risk group: offspring of depressed parents. A substantial body of literature underscores the myriad ways in which offspring of ever-depressed parents differ from offspring of never-depressed parents, particularly in their development of emotion regulation, and level of risk for affective disorders. Emotion regulation was defined, along with its putative component dimensions, within the context of several well developed temperament models. This study examined emotion regulation in toddlers through data from the Infant Development Study, a longitudinal study of infant development which included parents from the Oregon Adolescent Depression Project and their offspring. A measurement model of emotion regulation based upon mother reports of toddler behavior was developed and tested as a first step in exploring this putative risk pathway. Confirmatory factor analysis was used to test three measurement models for absolute and comparative fit. A three factor model with dimensions of Negative Affectivity, Surgency, and Effortful Control, was the best fitted model of those tested. Following this aspect of the study, structural models with outcomes of problem behavior were also tested in order to examine the concurrent and predictive validity of the measure. The best fitting model was found to be significantly associated with concurrent toddler problem behavior and predictive of later toddler problem behavior, including internalizing, externalizing, and aggressive behaviors. Recommendations are presented for future study of emotion regulation as a risk transmission pathway.Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Cynthia Anderson, Member, Special Education and Clinical Sciences Joe Stevens, Member, Educational Leadership; John Seeley, Member, Not from U of 0; Jean Stockard, Outside Member, Planning Public Policy & Mgm

Educational Issues and Return to School

Publisher\u27s description of the book: This revised and greatly expanded Third Edition of Brain Injury Medicine continues its reputation as the key core textbook in the field, bringing together evidence-based medicine and years of collective author clinical experience in a clear and comprehensive guide for brain injury professionals. Universally praised as the gold standard text and go-to clinical reference, the book covers the entire continuum of care from early diagnosis and assessment through acute management, rehabilitation, associated medical and quality of life issues, and functional outcomes. With 12 new chapters and expanded coverage in key areas of pathobiology and neuro-recovery, special populations, sport concussion, disorders of consciousness, neuropharmacology, and more, this state of the science resource promotes a multi-disciplinary approach to a complex condition with consideration of emerging topics and the latest clinical advances. Written by over 200 experts from all involved disciplines, the text runs the full gamut of practice of brain injury medicine including principles of public health and research, biomechanics and neural recovery, neuroimaging and neurodiagnostic testing, sport and military, prognosis and outcome, acute care, treatment of special populations, neurologic and other medical complications post-injury, motor and musculoskeletal problems, post-trauma pain disorders, cognitive and behavioral problems, functional mobility, neuropharmacology and alternative treatments, community reentry, and medicolegal and ethical issues. Unique in its scope of topics relevant to professionals working with patients with brain injury, this third edition offers the most complete and contemporary review of clinical practice standards in the field.https://ecommons.udayton.edu/books/1104/thumbnail.jp

Systematic Instruction of Assistive Technology for Cognition (ATC) in a Vocational Setting Following Acquired Brain Injury: A Single Case, Experimental Study

BACKGROUND: Assistive technology for cognition (ATC) can be an effective means of compensating for cognitive impairments following acquired brain injury. Systematic instruction is an evidence-based approach to training a variety of skills and strategies, including the use of ATC. OBJECTIVE: This study experimentally evaluated systematic instruction applied to assistive technology for cognition (ATC) in a vocational setting. METHODS: The study used a single-case, multiple-probe design across behaviors design. The participant was a 50-year old female with cognitive impairments following an acquired brain injury (ABI). As a part-time employee, she was systematically instructed on how to operate and routinely use selected applications (apps) on her iPod Touch to support three work-related skills: (a) recording/recalling the details of work assignments, (b) recording/recalling work-related meetings and conversations, and (c) recording/performing multi-step technology tasks. The experimental intervention was systematic instruction applied to ATC. The dependent measures were: (a) the use of ATC at work as measured by an ATC routine task analysis; and (b) recall of work-related tasks and information. RESULTS: Treatment effects were replicated across the three work-related skills and were maintained up to one year following the completion of intensive training across behaviors with periodic review (booster sessions). CONCLUSIONS: Systematic instruction is a critical component to teaching the routine use of ATC to compensate for cognitive impairments following ABI