Educational Determination of Traumatic Brain Injury

Newport News Public Schools:

Erika Boerger Daniel & Katie Dolak,

TBI Committee Members:

Anne Hearth (Committee Chair), Wayne Smith, Amanda Gallimore, & Richard Dirmeyer

History of Work Group

• Anne Hearth and Wanda Council were part of region 2 Cohort
• TBI work group of school psychologists and supervisor was formed
• Presented TBI informational presentation to various staff groups
• Initially reviewed records of students identified with TBI
• Development of educational determination protocol
• Utilized our ADHD and Autism guidelines for educational determination
• Goal: Identify students who would qualify under the category of TBI in the absence of a medical diagnosis

Protocol

Child Study

• ☐ Prompts to begin health history or medical questionnaire

Teacher information

• ☐ Evidence of Executive Functioning Deficits
• ☐ Documentation of educational impact and interventions implemented

Referral for evaluation

• ☐ Indicate on PWN that a TBI educational assessment will be included as part of evaluation

Referral

• Make sure to include appropriate assessments in referral
• If TBI is suspected as a possible consideration, indicate that evaluation will include a TBI educational assessment

Required Information

Record Review

• Pre-Injury Data

Observation

• Use as an observation and/teacher interview
• Appendix B

Psychoeducational

• Processes most impacted by TBI: Attention/Concentration, Memory, Processing Speed, and other EF and/or sensory skills

Required Information

Social History

• Structured interview (pre and post injury behavior)-See appendix C
• EF rating scales for parent

Important Components

• Ideally to have pre and post injury data
• Rating Scales by at least 2 different raters (school and home) relating to EF
• Assessments

Other disabilities

Differentiating from other categories

Such as

• CADHD
• SLD
• ID