TBI Services

  • With funding from the Oregon Department of Education (ODE), our Traumatic Brain Injury (TBI) team is part of a statewide network that works in collaboration with the University of Oregon's Center on Brain Injury Research and Training (CBIRT). Our TBI Liason, Karen Menne, works in partnership with school districts, early intervention/early childhood special education agencies to provide a range of services and supports inclduing the following:

    • Providing professional development to help educators and school teams understand the unique charactersitics of TBI and the impact it can have upon learning
    • Assistance in determining eligbility under TBI as differentiated from other conditions
    • Training staff on best practices with regard to instruction and programming
    • Identifying accommodations and modifications to ensure students can access instruction and curriculum
    • Coaching and building capacity
    • Providing information regarding current research and most recent developments in the field of TBI
    • Facilitating student transitions from hospital-to-school

    We are committed to meeting the unique needs of our districts and families by providing professional development that is tailored to your specific needs. 

    For More Information

    TBI Liaison: Karen Menne Traumatic Brain Injury Liaison, kmenne@pps.net

     

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    Assistive Technology services, including Augmentative and Alternative Communication (AAC), are available for any student already enrolled at and receiving services from Columbia Regional Program. To find out more, talk to the CRP service provider already working with your student or visit the AT program homepage

Understanding TBI

  • What is Traumatic Brain Injury?

    An acquired injury to the brain caused by an external physical force resulting in a total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term includes open or closed head injuries resulting in impairments in one or more areas, including cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech.

    To meet Oregon's eligibility criteria, a student must meet all of the following minimum criteria: (a) The student has an acquired injury to the brain caused by an external physical force; (b) the student's condition is permanent or expected to last for more than 60 calendar days; (c) the student's injury results in an impairment of one or more of the following areas: (A) Communication; (B) Behavior; (C) Cognition, memory, attention, abstract thinking, judgment, problem-solving, reasoning, and/or information processing; (D) Sensory, perceptual, motor and/or physical abilities.

    In addition, the eligibility team must also determine that the student's disability has an adverse impact on the child's educational performance; and the child needs special education services as a result of the disability.

    How is Traumatic Brain Injury Identified?

    An evaluation must be conducted that includes (a) Medical or health assessment statement. A medical statement or a health assessment statement indicating that an event may have resulted in a traumatic brain injury, and (b) Psychological assessment. A comprehensive psychological assessment using a battery of instruments intended to identify deficits associated with a traumatic brain injury. Other assessments include, but are not limited to, motor assessments if the child exhibits motor impairments; communication assessments if the child exhibits communication disorders; and psychosocial assessments if the child exhibits changed behavior. 

    Other information relating to the student's suspected disability will be gathered, including pre-injury performance and a current measure of adaptive ability; (C) An observation in the classroom and in at least one other setting; (D) Any additional assessments necessary to determine the impact of the suspected disability either on the student's educational performance for a school-age child; or on the student's developmental progress for a preschool child; and (E) Any additional evaluations or assessments necessary to identify the child's educational needs.

     

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