The Hidden Disability:
Brain InjuryBoosting Student Progress through Positive Behavioral
Interventions
Lori LeiningerCertified Brain Injury Specialist
(CBIS)PANDA
Minnesota ABE Disability Specialists
ObjectivesIdentify your beliefs about student behavior
Learn the common causes and behavioral changes after a brain injury
Explore the ABC’s of behavior
Analyze positive behavioral interventions
Experiment with ABC Data Collection Forms
Compare common causes of unsuccessfulbehavior management
Button PushingWho “pushes your buttons” ?
Who has the brain injury?
Types of Brain Injuries Brain spects from the Amen Clinics Brain Spect Image Gallery
www.amenclinics.comTRAUMATICA BLOW OR JOLT TO THE HEAD OR PENETRATING HEAD INJURY
THAT DISRUPTS THE NORMAL
FUNCTION OF THE BRAIN
NON-TRAUMATICIT IS NOT CAUSED BY TRAUMA,
BUT BY INTERNAL COMPLICATIONS. IT OCCURS
AFTER BIRTH, IS NOT HEREDITARY, CONGENITAL, OR DEGENERATIVE
Executive functions are the abilities to use what we
have. How we use what we have is much more
important than what we have.
Mark Ylvisaker Ph.D.
Behavioral Changes After a Brain Injury
Lack of cooperationAggression, anger or hostilityDecreased frustration toleranceExtreme or inappropriate fluctuations in
moodImmature self-focused behaviorImpulsivity and hyperactivityInappropriate commentsLack of initiation and motivationDecreased social skillsPerseveration
What We Know About Behavior
Problem Behaviors Serve a Function
To get something (power, attention, approval)
To avoid or escape something (teachers, class work, a situation)
To have control
ABC’s
of
Behavior
AAntecedent:
a cause, course, or event that influences thedevelopment of behaviors.
What is occurring in the environment?
Size of environmentNumber of people in itSpecific event: time of day, etc.Where and when does this occur
BBehavior:
what one does in response to the event,cause or condition.
Behavior (positive or negative), fulfills a specific need for a student
What is the behavior you are looking ator wanting to change?
CConsequences:
event that follows the behavior.
What occurs in the environment immediately
after the behavior?
Why ABC?
It helps to determine why the behavior is happening
It helps to teach a new behavior
It provides information on events in the environment
Why Positive Behavioral Interventions?
Builds positive relationships
Encourages new behaviors
Reinforces skills (maintenance)
Increases self-satisfaction and optimism
Gives control to the student
Boosts student achievement
Intervention Strategies
Planned ignoring Preventive cueing Proximity control Discipline privately Humor Positive phrasing Behavioral shaping
Intervention StrategiesGroup Activity
YOU Get to know your students Develop consistent behavior expectations Directly teach expectations Provide a safe and structured classroom Provide alternative ways of learning
ABC Data Collection Forms
Common Causes of Unsuccessful Behavior Management
Bombarding a student with too much verbal
input, sensory input or emotion Failure to determine the true cause of
the problem Trying to deal with too many behaviors at
once Presuming students understand Focusing on extinguishing behaviors rather
than teaching skills
Minnesota ABE Disabilities Websitemn.abedisabilities.org
Action Plan
1. About yourself:
2. About a student:
3. About disability website:
Contact Information
Lori LeiningerPANDA Grant Coordinator
CBIS (Certified Brain Injury Specialist)763-504-4093
PANDA – Minnesota ABE Disability Specialists
