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 Liaison, Brad Hendershott (bhender1@pps.net), works in partnership with school districts, early intervention/early childhood special education agencies to provide a range of services and supports including the following:

    • Provide information to educators and school teams regarding the unique characteristics of TBI and the impact it can have upon learning
    • Advise staff regarding the TBI evaluation process, required assessments, and criteria for determining eligibility under the category of TBI
    • Recommend best practices with regard to instruction and programming
    • Identify accommodations and modifications to ensure students can access instruction and curriculum
    • Disseminate information regarding current research and the most recent developments in the field of TBI
    • Support the "return to learn" transition from hospital-to-school following an injury

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

     

     

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.