Quiz on TBIS/ABIS Facts and Statistics. How Much do You know about it?

• 1. b) 20. Each year, approximately 1 out of every 500 school-aged children receive head injuries severe enough to be hospitalized.

• 2. b) false, While damage does occur at the site of impact, it is usually not the only area of the brain that is damaged. As a result of acceleration/deceleration forces, the brain is often bruised in several areas. Furthermore, as a result of secondary injury effects, such as swelling and bleeding, there may be diffuse brain damange versus localized injury.

• 3. d) brain infections. According to the Federal Register (Vol. 57, No. 189, p. 44802, Tuesday, September 29, 1992), "Traumatic Brain Injury" means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one of more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma. Furthermore, in the Comments and Discussion section of the Federal Register (Vol. 57, No. 189, p. 44842, Tuesday, September 29, 1992) it is stated that "The definition of traumatic brain injury does include an acquired injury to the brain caused by the external physical force of near-drowning".

• 4. b) motor vehicle accidents. While all of the above account for significant numbers of TBI in children, motor vehicle accidents are the number one cause of severe TBI in the school-aged population. This includes students who are operating vehicles, riding as passengers in cars, and students who are struck by vehicles while walking or riding bicycles.

• 5. b) memory problems. While all of the above are common problems following a TBI, memory problems are the most common and long-lasting effect of TBI. This especially applies to memory for learning new information. Although memory deficits may persist, students can be taught new strategies to help them compensate for memory problems.

• 6. b) false. After a TBI, children may show signs of rapid physical recovery. This physical recovery should not be equated with the child's overall recovery. Despite good physical recovery, children may have long-term cognitive and psychosocial deficits. Furthermore, recovery should be thought of as a continuum, not an end point.

• 7. b) false. After a TBI, an IQ test can serve as a baseline for measuring how much the child has regained. An IQ score does not, however, indicate how the child will function in the classroom. Despite an IQ score within the normal range, a student's attention, concentration, and memory problems may impede new learning in the classroom.

• 8. b) pre-adolescents. Because young children are still in the process of developing the mechanisms of language, they are more likely to show greater impairments in this area.

• 9. a) true. After experiencing a TBI, a student may not fully comprehend the resulting cognitive and psychosocial deficits. Problems with memory, attention, and concentration may cause the child to become frustrated with his/her inability to function in school, and may result in acting out behavior. Deficits in judgment and reasoning may lead to socially inappropriate behaviors. It is important that teachers help students recognize their deficits so that they can learn strategies to compensate for the deficits.

• 10. a) As soon as they know the student is hospitalized. After obtaining permission from the student's parents, school personnel should contact the hospital to begin school re-entry planning. School personnel should observe the student in the hospital (if possible), provide the hospital with pre-injury school records, provide the parents with information about special services available within the school setting, attend the hospital discharge meeting, and obtain copies of hospital medical records, therapy recommendations, and psychological evaluations. An initial planning session, where school personnel, the parents, and student (if appropriate) meet to discuss the student's needs and develop a 504 plan or an IEP (Individualized Education Plan or Program) should take place before the student re-enters school. School personnel should also arrange for teachers to have inservice training in the area of TBI prior to the student's re-entry.

• 11. b) false. A student is discharged from the hospital when they no longer need constant medical care. However, reduced stamina and cognitive impairments may initially prevent the child from returning to school. Homebound instruction may be required for a period of time following discharge; or, if the child is able to attend school, a reduced schedule is often necessary.

• 12. d) the environment. While injury prevention programs are needed to promote seatbelt, car seat, and helmet usage, studies show that changing the environment to make it safe is the most effective prevention strategy. This includes environmental changes such as having passive restraint systems in cars, designing safer traffic patterns, and constructing playground surfaces with shock absorbing materials.

Counter placed February 2, 1999

Quick Links:  Index / Main Menu / Homesteading / Community / Gardening / Livestock / Milk & Cheese / Preserving Food / Butchering/Curing Meat / Holiday Fun / Sugar Mountain's Pre-Spoiled Premium Pets /