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Binder Information
Preface
Table of Contents
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9

Table of Contents

Resource Binder Information

Preface - John Kumpf, Executive Director, OBIA

Chapter 1- Brain and Function in the Context of Acquired Brain Injury
1.1 - Case Study
1.2 - The Brain is Who You Are
1.3 - Brain Physiology and Behaviour
1.4 - What is Acquired Brain Injury?
1.5 - What Happens When the Brain is Damaged?
1.6 - Who Does Acquired Brain Injury Affect?
1.7 - Brain and Function

Chapter 2 - Understanding ABI from a Developmental Perspective
2.1 - Myths About the Injured Brain
2.2 - Causes of Acquired Brain Injury
2.3 - Traumatic Brain Injury
2.4 - Mild, Moderate, and Severe Injuries
2.5 - Damage at Specific Stages During Child Development
2.6 - Recovery and Long-Term Consequences

Chapter 3 - The Challenges of Working with ABI
3.1 - Case Study
3.2 - Functional/Behavioural Expectations in the Classroom
3.3 - General Challenges in the Classroom Following ABI
3.4 - Cognitive Challenges Following ABI
3.5 - Behavioural/Emotional Challenges Following ABI
3.6 - Physical Challenges Following ABI
3.7 - Other Important Considerations Regarding Challenges in the Classroom

Chapter 4 - Working with ABI in the School Setting
4.1 - Case Study
4.2 - Myths and Misconceptions
4.3 - Learning Disabilities vs. Acquired Brain Injury
4.4 - Deciding on Appropriate Strategies
4.5 - The Process for Developing Strategies
4.6 - General Strategies for Educators
4.7 - Cognitive Impairments
4.8 - Cognitive Skills and Strategies
4.9 - Behavioural/Emotional Impairments
4.10 - Behavioural/Emotional Skills and Strategies
4.11 - Physical Impairments
4.12 - General Skills and Strategies

Chapter 5 - General Techniques for Working with Individuals with ABI
5.1 - Overview
5.2 - Redirection
5.3 - Restructuring
5.4 - The “Back Door” Approach
5.5 - Positive Reinforcement
5.6 - Active Ignoring
5.7 - Cueing
5.8 - Changing the Antecedent

Chapter 6 - Individual Program Planning/Returning to School
6.1 - Case Study
6.2 - Myths and Misconceptions
6.3 - Aspects of Successful Integration Back to School
6.4 - What is an Individual Educational Plan (IEP) and Why is it Important?
6.5 - How is an IEP Written?
6.6 - Transitions
6.7 - Identification and Placement of Exceptional Students

Chapter 7 - A Team Approach to Assessment and Planning
7.1 - Myths and Misconceptions
7.2 - Working With Other Professionals
7.3 - Personnel Available at School and School Board Level
7.4 - Other Related Professionals
7.5 - Things to Remember When Accessing Help
7.6 - A Team Approach to Assessment

Chapter 8 - Role of the Parents
8.1 - Myths and Misconceptions
8.2 - Role of the Parent
8.3 - Words of Caution
8.4 - General Tips for Talking With Parents
8.5 - Strategies for Maintaining Regular Parent-Teacher Communication

Chapter 9 - Appendices
9.1 - Acronyms
9.2 - Neuropsychological Tests
9.3 - Brain Injury Quiz
9.4 - Curriculum Expectations
9.5 - Glossary
9.6 - Resource/Reference List
9.7 - Index

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