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GED 653!

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Case Study #3 Methods for Teaching Students with Brain Injury: Sam Point Loma Nazarene University !

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Fall!2012


Sam: A Forth Grader !

In! February! 1999,! Sam! was! thrown! from! a! horse.! He! was! unconscious!for!several!minutes!and! appeared! dazed! and! confused! afterwards.!! !

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Sam's! parents! took! him! to! the! local! hospital,! where! he! was! kept! !overnight!for!observation.!Sam!was! diagnosed! with! a! mild! traumatic! brain! injury! (MTBI).! He! returned! home!the!next!day!and!to!school!the! following! week.! At! the! time! of! his! discharge! from! the! hospital,! Sam! appeared! tired! but! fine.! The! family! doctor! informed! Sam's! parents! that! Sam! might! experience! !temporary! difficulties! with! behavior! and! learning.! They! were! told! that! these! difficulties! could! last! for! days! or! months,! and! that! if! they! persisted! over!a!longer!period,!more!thorough! medical! and! !neuropsychological! assessment!would!be!required.! !


At! the! time! of! the! accident,! Sam! was! in! Grade! 4.! Sam's! parents! informed! the! school! about! Sam's! MTBI! and! changes! in! his! behavior! that! they! had! noticed! at! home.! Sam! had! been! an! average! student! who! !enjoyed! school! before! his! injury.! When! Sam! returned! to! school,! it! quickly!became!apparent!that!he!was! having! difficulty! with! stamina,! concentration,! memory,! and! headaches.! He! appeared! to! be! easily! !frustrated! and! to! be! experiencing! learning! challenges.! Sam's! classroom! teacher! closely! monitored! his! behavior! in! the! classroom! and! observed!that!Sam's!fatigue!level!was! significant! and! affecting! his! ability! to! think!and!learn.!!


He! also! seemed! to! be! frustrated! by! the! pace! of! learning! in! the! classroom! and! his! inability! to! keep! up.! After! one! week! of! unproductive! work! and! several! calls! to! Sam's! parents! to! discuss! disruptive! behavior,! a! meeting! was! called! to! develop!strategies!to!help!Sam.!

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GED$653$

Analysis and Program Plan

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Problems: •!Fatigue!! •!Headaches!! •!Short2term!memory!problems

School History: See!Grade!3!final!report!and!Grade!4! first!report!card:!before!accident!was! performing!in!average!range!in!all! academic!areas.!


GED$653$

Analysis and Program Plan

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Current Levels of Performance: [What is the student able to do? Indicate what assessment was done, when, and if "at," " above," or "below" relevant age/grade level for academic areas and functional life skills]

Assessment!has!not!been!completed!at! this!time.!If!difficulties!persist,! neuropsychological!assessment!will!be! recommended.!


GED$653$

Analysis and Program Plan

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Student Strengths/Interests: [What areas can be built upon and used to support other areas of difficulty?]

•!Basic!reading,!writing!and! computational!skills!appear!intact.! •!Strong!math!skills.!


GED$653$

Analysis and Program Plan

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Student Weaknesses: • Limited'awareness'of'cognitive' limitations.' • Fatigue.' • Expresses'his'frustrations' inappropriately.' • Poor'organization'abilities.'' • Shortened'attention'span.'' • Slowed'information'processing.'' • Frustration.'' !


GED 653 Case Study #3 Sam  

Sam falls off a horse.

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