School Re-entry After a Brain Injury
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Episode Summary:
How common is it for children to acquire a brain injury and what does that have to do with you as a school-based SLP? Tune in this week to find out as pediatric brain injury specialist and SLP, Jenny Traver, shares her expertise in helping children and families transition back to school after brain injury. This episode is a great reminder that although you may not be a “cog-com expert” like Jenny, as an SLP with a neural base in your graduate training, you have the basic tools you need to consider the acquired side, not just the development side, of our field. Jenny shares info and strategies to build on your basics, including: the importance of considering the whole child when determining what supports will be needed for reentry success, the need for regular monitoring and collaboration between the professionals supporting the child and family, and the value of discovering gradual and meaningful ways to get children back into the school environment without over-taxing their systems. Despite the dense nature of this neuro topic, this episode has a wonderful mix of science, practicality, and compassion that will certainly spark your interest and broaden your competence as you are inspired to take a more active role in supporting these vulnerable students as they navigate big life changes.
Learn more about Jenny here
Learning Outcomes
Participants will understand the role of the SLP in supporting clients with brain injuries in returning to school.
Participants will identify key considerations for clients in the school re-entry planning process.
Participants will identify at least strategies and resources to support patient/family education on the return to school process.
Online Resources:
The Brain Injury Association of America: https://www.biausa.org/
The CDC Heads Up Campaign: https://www.cdc.gov/headsup/index.html
Brainline: https://www.brainline.org/
ASHA Resources on pediatric brain injury: https://www.asha.org/practice-portal/clinical-topics/pediatric-traumatic-brain-injury/
The Model Systems Knowledge Translation Center: https://msktc.org/
References:
Brain Injury Association of American (2016). Essential Brain Injury Guide (5th Edition, Revised). Brain Injury Association of America.
Centers for Disease Control and Prevention (2015). Report to Congress on traumatic brain injury in the United States: Epidemiology and rehabilitation. Atlanta, GA.
Eagan-Johnson, B., Grandinette, S. (2018). Addressing educational challenges following pediatric acquired brain injury. Journal of Life Care Planning, 16, 1, 53-61.
Faul, M., Xu, L., Wald, M. M., & Coronado, V. G. (2010). Traumatic Brain Injury in the United States: Emergency Department Visits, Hospitalizations and Deaths 2002–2006. Atlanta (GA): Centers for Disease Control and Prevention, National Center for Injury Prevention and Control.
Glang, A., Todis, B., Thomas, C., Hood, D., Bedell, G., & Cockrell, J. (2008). Return to school following childhood TBI: Who gets services? Neurorehabilitation, 23, 477- 486.
Haarbauer-Krupa, J., Ciccia, A., Dodd, J., Ettel, D., Kurowski, B., Lumba-Brown, A., & Suskauer, S. (2017). Service delivery in the healthcare and educational systems for children following traumatic brain injury: Gaps in care. Journal of Head Trauma Rehabilitation, 32, 6, 367-377
Disclosures:
Jenny Traver financial disclosures: She is the founder and owner of Cognitive SLP. Non-financial disclosures: Jenny is a member of ASHA and the Academy of Certified Brain Injury Specialists.
Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.
Tracey Callahan financial disclosures: Tracey is an employee of SLP Nerdcast, owns a private practice, and is the owner of an online learning platform called Guest Monster Games. Tracey Callahan non-financial disclosures: Tracey a member of ASHA and the corresponding special interest group (SIG 13) for Dysphagia. You can learn more about Tracey here.
Time Ordered Agenda:
10 minutes: Introduction, Disclaimers and Disclosures
20 minutes: Descriptions of the role of the SLP in supporting clients with brain injuries in returning to school.
15 minutes: Descriptions of key considerations for clients in the school re-entry planning process.
10 minutes: Descriptions of strategies and resources to support patient/family education on the return to school process
5 minutes: Summary and Closing
Disclaimer
The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!
This course is offered for .1 ASHA CEU (Introductory Level, Professional Area)
Summary Written by Tanna Neufeld, MS, CCC-SLP, Contributing Editor
Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor
Promotional Content provided by Ashley Sturgis, MA, CCC-SLP, Contributing Editor
Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor