Teacher Trainings on Brain Injury:
BrainSTEPS & Brain Injury in Students
Dr. Brenda Eagan-Johnson – 2020
School Staff: Student Supports for Virtual Learning Environments
BrainSTEPS 2020 Team Member Capacity Building Training - Part 2
BrainSTEPS 2020 Team Member Capacity Building Training - Part 1
BrainSTEPS 2020 Team Member Capacity Building Training - Part 3
Return to Learn Concussion Management: A Statewide Model to Support Student Recovery & Shift School Paradigms
Intersection Between Traumatic Brain Injury and the Juvenile Justice System
Executive Function Coaching and Post-Secondary Transition for Students with Brain Injury
Dr. Mary Kennedy – 2019
Students with traumatic brain injury are at risk as they transition from high school to post- secondary.
Neuropsychological impact of neurotoxins and carbon monoxide poisoning in children and adolescents
Roll Up Your Sleeves: Management of TBI-related Sequelae
TBI in Juvenile Justice: (Hard) Lessons from Colorado
Dr. Kim Gorgens – 2019
This two-hour presentation will highlight a collaboration between the States of Colorado and Pennsylvania and will include data from adult and youth correctional, court, and treatment facilities. This presentation will also highlight a novel model from Colorado that is designed to identify brain injury history, assess cognitive functioning and psychosocial vulnerabilities, and to make recommendations and referrals that support the individual through (and out of) the system.
Are Students with TBI Different Than Other Eligibilities? YES! Implementing Strategies for Success
Sharon Grandinette, MSEd – 2018
This session is designed for individuals in school settings working with children and adolescents with TBI (Traumatic Brain Injury). The goal of the session is to delineate the similarities and differences between students with TBI and other disabilities, outline successful school reintegration practices and IEP development, as well as outline effective academic, social, and behavioral strategies that move these students on a path toward success.
Intimate Partner Violence, Domestic Violence, Child Abuse, & TBI
Dr. Brenda Eagan-Johnson – 2017
Brain Injury: Special Education Criteria & Social Emotional Intervention - Part 1
Preservice, Inservice, Daily Service: Teachers and Acquired Brain Injury
This session provides updates on national trends for educators who work with students with Acquired Brain Injuries (both traumatic and non-traumatic brain injuries). Best practices for providing information to educators, (including interprofessional education), current thinking about TBI as a chronic condition, and suggestions for providing support in the classroom and community will be discussed.
Brain Injury: Special Education Criteria & Social Emotional Intervention - Part 2
IEPs and Effective Program Planning for Students with Traumatic Brain Injury
Dr. Patricia Sublette – 2011
Students with brain injury have learning needs that are often not reflected on their Individualized Education Programs (IEPs). This interactive presentation will offer tools and strategies to help turn the unique educational needs of students with brain injury into meaningful IEPs that can lead to effective programming and improve student outcomes.
Assessment in School-Age TBI: Focus on Executive Functions for BrainSTEPS - Part 1
Dr. Stephen Hooper – 2014
The assessment of school-age students following a Traumatic Brain Injury (TBI) requires not only knowledge of TBI, but understanding of assessment and management strategies that are multidimensional in nature. The complexity of this multidimensionality is underscored in our understanding of executive functions. In general, our executive functions provide most of the regulatory capabilities that permit us to organize and manage our day-to-day functioning. This professional development session will provide an overview of the numerous definitions of executive functions, with a particular eye toward its multidimensionality and ultimate manifestations in school-age students following a TBI. The neurological underpinnings of executive functions will be presented and the importance of the neurodevelopmental process in understanding TBI at specific developmental time points. Attention will be devoted to both specific assessment strategies for measuring executive capabilities and the available intervention practices for executive dysfunctions. For the advanced BrainSTEPS professional, the day will conclude with ample time for discussion and questions.
Assessment in School-Age TBI: Focus on Executive Functions for BrainSTEPS - Part 2
Dr. Stephen Hooper – 2014
The assessment of school-age students following a Traumatic Brain Injury (TBI) requires not only knowledge of TBI, but understanding of assessment and management strategies that are multidimensional in nature. The complexity of this multidimensionality is underscored in our understanding of executive functions. In general, our executive functions provide most of the regulatory capabilities that permit us to organize and manage our day-to-day functioning. This professional development session will provide an overview of the numerous definitions of executive functions, with a particular eye toward its multidimensionality and ultimate manifestations in school-age students following a TBI. The neurological underpinnings of executive functions will be presented and the importance of the neurodevelopmental process in understanding TBI at specific developmental time points. Attention will be devoted to both specific assessment strategies for measuring executive capabilities and the available intervention practices for executive dysfunctions. For the advanced BrainSTEPS professional, the day will conclude with ample time for discussion and questions.
BrainSTEPS - Early Intervention/Preschool: Pediatric Traumatic Brain Injury: Ages 0-5 - Part 2
Dr. Stephen Hooper – 2014
The assessment of school-age students following a Traumatic Brain Injury (TBI) requires not only knowledge of TBI, but understanding of assessment and management strategies that are multidimensional in nature. The complexity of this multidimensionality is underscored in our understanding of executive functions. In general, our executive functions provide most of the regulatory capabilities that permit us to organize and manage our day-to-day functioning. This professional development session will provide an overview of the numerous definitions of executive functions, with a particular eye toward its multidimensionality and ultimate manifestations in school-age students following a TBI. The neurological underpinnings of executive functions will be presented and the importance of the neurodevelopmental process in understanding TBI at specific developmental time points. Attention will be devoted to both specific assessment strategies for measuring executive capabilities and the available intervention practices for executive dysfunctions. For the advanced BrainSTEPS professional, the day will conclude with ample time for discussion and questions.
BrainSTEPS - Early Intervention/Preschool: Pediatric Traumatic Brain Injury: Ages 0-5 - Part 1
Federal Department of Education & Brain Injury Association of America Webinar on TBI in Students for Parent Training Centers
Paraprofessional & Teacher Training on TBI
Dr. Brenda Eagan-Johnson – 2013
2nd training down from the top of the page. You must register (it’s easy) first to view. Overview of TBI and teaching strategies to employ for Paraprofessionals (approx. 3 hours)
Intervention for Adolescents with Acquired Brain Injury
Dr. Lynn Turkstra – 2013
This session will provide specific intervention strategies to maximize cognitive and communication function in adolescents with acquired brain injury, based on benchmarks in adolescent brain and behavior development and common cognitive and communication impairments in adolescents with Traumatic Brain Injury (TBI), as well as other types of acquired brain injuries (injuries occurring after birth).
Working with Families When a Child Has an Acquired Brain Injury - Part 2
Dr. Roberta DePompei – 2013
This session will focus on the family responses after ABI and the means for working with families to support them in difficult times. Ability to respond to varying coping styles, family systems, resilience, and challenges will be outlined. Active participation of the audience is encouraged.
Working with Families When a Child Has an Acquired Brain Injury - Part 1
Dr. Roberta DePompei – 2013
This session will focus on the family responses after ABI and the means for working with families to support them in difficult times. Ability to respond to varying coping styles, family systems, resilience, and challenges will be outlined. Active participation of the audience is encouraged.
Pediatric Traumatic Brain Injuries and Epilepsy: What Schools Need to Know
Dr. Brenda Eagan-Johnson & Andrea Zonneveld – 2012
This webinar will train educational professionals, medical professionals and families to identify the symptoms of traumatic brain injury in children, describe the connection between traumatic brain injuries and epilepsy, and define how to recognize and provide first aid for seizures. The programs and services of the BrainSTEPS Program and the Epilepsy Foundation Western/Central Pennsylvania will also be discussed.
Working with Families When a Child Has an Acquired Brain Injury - Part 3
Dr. Roberta DePompei – 2013
This session will focus on the family responses after ABI and the means for working with families to support them in difficult times. Ability to respond to varying coping styles, family systems, resilience, and challenges will be outlined. Active participation of the audience is encouraged.
Strategies for Executive Skills Development in Students with Traumatic Brain Injury - Part 2
Dr. Peg Dawson & Dr. Richard Guare – 2012
Executive skills refer to the cognitive processes required to plan and organize activities, including task initiation and follow through, planning/organization, working memory, performance monitoring, inhibition of impulses, and self-regulation. Executive skills involve the integration of information across brain regions, particularly the frontal lobes, and therefore any type of significant acquired brain injury is likely to negatively impact executive skills. These skills are at the heart of what is seen as independent problem solving, goal directed persistence, and motivation. Students with executive skill deficits have problems in all these domains, and they present tremendous challenges to both parents and teachers who often find themselves frustrated by children whose problems in school seem to have little to do with how smart they are or how easily they learn.
Strategies for Executive Skills Development in Students with Traumatic Brain Injury - Part 1
Dr. Peg Dawson & Dr. Richard Guare – 2012
Executive skills refer to the cognitive processes required to plan and organize activities, including task initiation and follow through, planning/organization, working memory, performance monitoring, inhibition of impulses, and self-regulation. Executive skills involve the integration of information across brain regions, particularly the frontal lobes, and therefore any type of significant acquired brain injury is likely to negatively impact executive skills. These skills are at the heart of what is seen as independent problem solving, goal directed persistence, and motivation. Students with executive skill deficits have problems in all these domains, and they present tremendous challenges to both parents and teachers who often find themselves frustrated by children whose problems in school seem to have little to do with how smart they are or how easily they learn.
Brain Injury & Student Behaviors - Part 1
Brain Injury & Student Behaviors - Part 2
Brain Injury & Student Behaviors - Part 3
Brain Injury & Student Behaviors - Part 4
Brain Injury & Student Behaviors - Part 5
Linda Wilkerson – 2009
Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 1
Warning: Language may be offensive to some
Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 10
Warning: Language may be offensive to some
Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 2
Warning: Language may be offensive to some
Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 3
Dr. Tim Feeney – 2009
Warning: Language may be offensive to some
Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 4
Warning: Language may be offensive to some
Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 5
Dr. Tim Feeney – 2009
Warning: Language may be offensive to some
Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 6
Warning: Language may be offensive to some
Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 8
Warning: Language may be offensive to some
Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 7
Warning: Language may be offensive to some
Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 9
Dr. Tim Feeney – 2009
Warning: Language may be offensive to some
Assessment in School-Age TBI: Focus on Executive Functions for BrainSTEPS
Brain Injury: Special Education Criteria & Social Emotional Intervention
Executive Functions & Students with Traumatic Brain Injury - Part 1
Executive Functions & Students with Traumatic Brain Injury - Part 3
Executive Functions & Students with Traumatic Brain Injury - Part 4
Dr. Gerry Gioia –
IEPs and Effective Program Planning for Students With Traumatic Brain Injury
Intervention for Adolescents with Acquired Brain Injury
Never Give Up!
Children with TBI
Pediatric Traumatic Brain Injury: Ages 0-5 - Part 1
Dr. Stephen Hooper –
Quick Brain Injury Explanatory Videos - Brain Lobes Explained
Quick Brain Injury Explanatory Videos - Cognitive Reserve Explained
Strategies for Executive Skills Development in Students with TBI
Working with Families When a Child Has an Acquired Brain Injury
Long term Outcomes after Pediatric TBI
Is TBI a Noun or Adjective?
Dr. Paul Jantz
2021, HELIX Conference, BrainSTEPS TBI Session
Developing Effective Interventions for Children with Brain Injuries
Dr. Paul Jantz
2021, HELIX Conference, BrainSTEPS TBI Session
A Conceptual Framework of Social Communication Applications to Pediatric Traumatic Brain
Dr. Catherine Wiseman-Hakes
2021, HELIX Conference, BrainSTEPS TBI Session
Long term Outcomes after Pediatric TBI
Dr. Linda Ewing Cobbs
2020, HELIX Conference, BrainSTEPS TBI Session
Evidence-Based Assessment & Management of Symptoms of Anxiety & Depression in Youth After Concussion
Dr. Katherine K Dahlsgaard
2020, HELIX Conference, BrainSTEPS TBI Session
Abusive Head Trauma in Children for BrainSTEPS
Dr. Carole Jenny 2020 *Trigger Warning
Pediatric Acquired Brain Injuries An Adverse Childhood Experience (ACE) Perspective
Dr. Noshene Ranjbar
2020, HELIX Conference, BrainSTEPS TBI Session
