Mild Traumatic Brain Injuries and Risk for Affective and Behavioral Disorders
A recent publication from Pediatrics focused on the potential long-term effects of mTBI in children. The study found that children who sustain an mTBI are at increased risk of having a new affective or behavioral disorder within 4 years of the injury.
The study’s findings have important implications not only for health and development of children with a history of mTBI, but also for the management of students with mTBI in schools. These findings are compelling support for the National Concussion Surveillance System and having at least one school professional at every school trained on TBI.
Competencies for Training Juvenile Services on Justice-Involved Youth with Traumatic Brain Injury
Article published in the Journal of Applied Juvenile Justice Services, January 2024.
ABSTRACT
Research indicates young individuals with traumatic brain injuries (TBI) in juvenile justice settings lack essential support, mainly due to staff members' insufficient knowledge and skills in TBI-related areas stemming from a lack of relevant professional development. This study aimed to improve services for justice-involved youths with TBI in juvenile correction facilities by establishing empirically validated core competencies tailored to their needs. Through a Delphi study involving experts in juvenile services, juvenile corrections, TBI, transition services, and professional development, we identified and refined a set of 44 competencies distributed across six domains: knowledge (12 competencies), screening (6 competencies), eligibility (3 competencies), assessment (4 competencies), intervention (10 competencies), and community reentry (9 competencies).
TBI Youth Justice Website
NASHIA is proud to be a project partner with McMaster University as they launch the TBI Youth Justice website, a freely available resource and toolkit for and about children and youth (up to <25 years) with TBI who intersect with the criminal justice system internationally. The work of this international collaboration aims to make a difference in the trajectory and outcomes for childen and youth in the justice system around the globe.
When TBIs in Children Become Chronic Health Conditions
This article, published in the Journal of Head Trauma Rehabilitation, is a product of the Moody Galveston Brain Injury Conference. The article describes how TBI in children might meet the criteria of a chronic health condition. They also explain how identifying a health condition can facilitate improved monitoring and care of children over time. The authors also hosted a webinar in conjunction with the Brain Injury Association of America.
OSEP Fast Facts on Students with TBI Served Under IDEA, Part B
The Office of Special Education Programs released a new OSEP Fast Facts, which looks at Students Identified with a Traumatic Brain Injury. The document takes a closer look at data from the data collections authorized under IDEA Section 618, including those collected through child count, educational environments, discipline and exiting data collections with a lens on students identified with traumatic brain injury.
Return to School After Traumatic Brain Injury: Description of Implementation Settings
BACKGROUND: Returning to learn following a concussion is the process of managing a student’s recovery during the school day by implementation of academic supports with varying intensity. Due to a lack of consensus or even guidance on Return to Learn, this paper set out to establish cross discipline consensus on some essential elements of Return to Learn using a Delphi method.
Establishing Consensus for Essential Elements in Returning to Learn Following a Concussion
Children who experience traumatic brain injury (TBI) of any severity may need accommodations when they return to school—the setting that manages academic achievement and learning. However, variations exist in current return to school (RTS) programs that address a child's transition to school following TBI. This article describes some of these return to school (RTS) programs and how they vary by setting.
COVID-19 Resources for Schools, Students, and Families
Department of Education COVID-19 resources for states, communities, educators, and families. These resources include guidance and policies related to elementary and secondary education, special education, postsecondary education, and other aspects of lifelong learning.
Online Learning for Students with Mild/Concussion, Moderate, & Severe Acquired Brain Injuries
Because students with brain injury may have difficulty with some aspects of online learning, BrainSTEPS developed a list of academic adjustments that can be used with students participating in remote online learning during the pandemic.
Virtual Education & Students With Disabilities
From Respect Ability, a guide to supporting students with disabilities in virtual learning environments during COVID-19 and beyond.
National Collaborative on Children's Brain Injury
The National Collaborative on Children’s Brain Injury (NCCBI) is a national cooperative working to improve services and supports for children with brain injury. NCCBI's current focus is on improving educational services for students with TBI.
Get Schooled on Concussions: Tip Sheets
“When we started working with educators on various Tip Sheet topic ideas, teachers were clear that anything over one page long was too much for busy teachers to read. We made a commitment to our readers that each topic would be condensed to one page of critical information.”
Characteristics of Diagnosed Concussions in Children Aged 0 to 4 Years Presenting to a Large Pediatric Healthcare Network
Objective: The aim of the study was to comprehensively describe the natural history of concussion in early childhood between 0 and 4 years.
Center for Brain Injury Research and Training: In the Classroom After Concussion
The TBI Team is funded through a grant from the Oregon Department of Education. The Team provides statewide consultative and resource services for traumatic brain injury. These services are available to assist the Regional Programs in meeting the needs of students with traumatic brain injury.
CDC Report to Congress: The Management of TBI in Children
SUBMITTED BY Centers for Disease Control and Prevention, Division of Unintentional Injury Prevention National Center for Injury Prevention and Control.
CDC HEADS UP
Keeping children and teens healthy and safe is always a top priority. Whether you are a parent, youth sports coach, school coach, school professional, or health care provider, this site will help you recognize, respond to, and minimize the risk of concussion or other serious brain injury.
Special Education & Traumatic Brain Injury (TBI)
A summary of State definitions and guidance for educating students with TBI-related disabilities, produced by the National Association of State Head Injury Administrators.
Building Statewide Infrastructure for Effective Education Services for Students with TBI
Published in the Journal of Head Trauma Rehabilitation, and featuring NASHIA Director of Technical Assistance and Special Projects Judy Dettmer as lead author, this white paper presents the group's consensus on the essential components of a statewide educational infrastructure to support students with traumatic brain injury across the spectrum of injury severity.
Back to School Guide, In the Era of COVID-19
The American Occupational Therapy Association (AOTA) produced these Back to School Tip Sheets to provide practical tips for parents, guardians, caregivers, administrators, teachers, para-professionals, and students to navigate the challenges of return to school during COVID-19.