Brain Injury

Course Summary

There are three sections in this course:

• Section 1: Brain Structure and Function
• Section 2: Common Deficits Following Brain Injury
• Section 3: Assessment of Functioning after Brain Injury

Intended Audience

PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers.

Learning Objectives:

Section 1: Brain Structure and Function

After completing this section, participants will be able to:

• Explainbasic brain structure and its function
• Identifycommon causes of brain injury
• Describethe mechanisms of brain injury
• Identifybrain regions that are susceptible to damage in traumatic brain injury

Section 2: Common Deficits Following Brain Injury

After completing this section, participants will be able to:

• Identifythe effects of brain injury
• Recognizethe neurobehavioral skills that suffer most after brain injury

Section 3: Assessment of Functioning after Brain Injury

After completing this section, participants will be able to:

• Describespecial considerations in conducting assessments
• Recognizeunique problems associated with assessing brain injury
• Identifystrategies for assessing core neurobehavioral functions

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

core Competencies for Public Health Professionals identified

Domain 1: Analytical/Assessment Skills

• 1A1. Describes factors affecting the health of a community (e.g., equity, income, education, environment)
• 1A12. Contributes to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)

Domain 2: Policy Development/Program Planning Skills

• 2A6. Gathers information that can inform options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)
• 2A7. Describes implications of policies, programs, and services

Domain 3: Communication Skills

• 3A3. Solicits input form individuals and organizations (e.g., chambers of commerce, religious organizations, schools service organizations, hospitals, government, community-based organizations, various populations served) for improving the health of a community

Domain 6: Public Health Sciences Skills

• Identifies prominent events in the history of public health (e.g., smallpox eradication, development of vaccinations, infectious disease control, safe drinking water, emphasis on hygiene and hand washing, access to health care for people with disabilities)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Scott Lindgren, PhD; Angie Smith PsyD

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

April 12, 2012

Course Summary

There are three sections in this course:

• Section 1:Consideration for School Re-entry
• Section 2:General Classroom Strategies and Accommodations
• Section 3:Specific Strategies – Math, Reading, Written Expression

There are review questions at the end of each section. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections.

Intended Audience

PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers.

Learning Objectives:

Section 1: Considerations for School Re-entry

After completing this section, participants will be able to:

• Identifyconsiderations in school re-entry and program planning
• Discussthe information that a school needs to know prior to a student returning to school

Section 2: General Classroom Strategies and Accommodations

After completing this section, participants will be able to:

• Explainwhy students with brain injury need bypass strategies to help with learning
• Discusslearning environment and classroom strategies

Section 3: Specific Strategies – Math, Reading, Written Expression

After completing this section, participants will be able to:

• Identfiybypass strategies for math, reading, and writing

Pre-requisites

no pre-requisites

Competencies Addressed

Core Competencies for Public Health Professionals Identified

Domain 1: Analytical/Assessment Skills

• 1A1. Describes factors affecting the health of a community (e.g., equity, income, education, environment)
• 1A12. Contributes to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)

Domain 2: Policy Development/Program Planning Skills

• 2A6. Gathers information that can options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)
• 2A7. Describes implications of policies, programs, and services

Domain 3: Communication Skills

• 3A3. Solicits input from individuals and organizations (e.g., chamgers of commerce, religious organziatoins, schools, social service organizations, hospitals, government, community-based organizations, various populations served) for improving the health of a community

Domain 6: Public Health Sciences Skills

• 6A2. Identifies prominent events in the history of public health (e.g., smallpox eradication, development of vaccinations, infectious disease control, safe drinking water, emphasis on hygiene and hand washing, access to health care for people with disabilities)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Peg Meder, MA, CBIS

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

April 23, 2012

Course Summary

There are three sections in this course:

• Section 1: Software
• Section 2: Assistive Devices
• Section 3: Troubleshooting

There are review questions at the end of each section. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections.

Intended Audience

PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers.

Learning Objectives:

Section 1: Software

After completing this section, participants will be able to:

• Discusssoftware products to consider when working with students with brain injury
• Identifysoftware for struggling learners

Section 2: assistive Devices

After completing this section, participants will be able to:

• Identifyassistive devices that are useful for students with brain injury
• Discusshow software applications can be used for bypass strategies

Section 3: Troubleshooting

After completing this section, participants will be able to:

• Matchweakness and bypass strategies for students with brain injury
• Applythe strategies using software and assistive devices to help students with brain injury

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified

Domain 1: Analytical/Assessment Skills

• 1A1. Describes factors affecting the health of a community (e.g., equity, income, education, environment)
• 1A12. Contributes to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)

Domain 2: Policy Development/Program Planning Skills

• 2A6. Gathers information that can inform options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)
• 2A7. Describes implications of policies, programs, and services

Domain 3: Communication Skills

• 3A3. Solicits input from individuals and organizations (e.g., chambers of commerce, religious organizations, schools, social service organizations, hospitals, government, community-based organizations, various populations served) for improving the health of a community

Domain 6: Public Health Sciences Skills

• 6A2. Identifies prominent events in history of public health (e.g., smallpox eradication, development of vaccinations, infectious disease control, safe drinking water, emphasis on hygiene and hand washing, access to health care for people with disabilities)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Peg Meder, MA, CBIS

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

April 25, 2012

Course Summary

There are three sections in this course:

• Section 1:CDC Video Excerpts
• Section 2:Managing Concussions
• Section 3:Tracy’s Story

There are review questions at the end of section 2. These review questions will provide you with an opportunity to apply the knowledge and skills presented in the section.

Intended Audience

PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers

Learning Objectives:

After completing this module, participants will be able to:

• Describewhat a concussion is
• Identifysigns of concussion observed in school
• Identifysymptoms of concussion reported by students
• Recognizethe danger signs of concussion
• Discusscoping strategies for returning to activities and school
• Discusshow to prevent long-term problems from concussions
• Manageconcussions in sports based on Iowa Law

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified

Domain 1: Analytical/Assessment Skills

• 1A1. Describes factors affecting the health of a community (e.g., equity, income, education , environment)
• 1A12. Contributes to assessments of community health status and factors influencying health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)

Domain 2: Policy Development/Program Planning Skills

• 2A7. Describes implications of policies, programs, and services
• 2A8. Implements policies, programs and services

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Scott Lindgren, PhD

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

April 25, 2012

Course Summary

There are three sections in this course

• Section 1:Executive Functions
• Section 2:Behavior
• Section 3:Emotional and Social Language

There are review questions at the end of each section. These review questions will provide you with an opportunity to apply the knowledge and skills presented in these sections.

Intended Audience

PK-12 teachers, school nurses, Area Education Agency staff, school psychologists, speech / language therapists, occupational therapists, para educators, school administrators, social workers, parents, and caregivers

Learning Objectives:

Section 1: Executive Functions

After completing this section, participants will be able to:

• Explain how executive functions can affect learning
• Discuss working memory deficits and strategies that can be used in the classroom to overcome those deficits
• Discuss other executive functions deficits (i.e. organization, sustaining attention, inhibition, task initiation, planning and setting goals, flexibility, and self-monitoring and awareness) and strategies to address them

Section 2: Behavior

After completing this section, participants will be able to:

• List common behaviors after brain injury
• Discuss the problem behaviors that can arise from cognitive changes, physical states, and emotional states
• Explain the focus on antecedents in the ABC Model Behavior
• Discuss interventions for coping with the behavior problems after brain injury

Section 3: Emotional and Social Language

After completing this section, participants will be able to:

• Discuss emotional control, its deficits, and strategies for coping with emotional dyscontrol
• Discuss social skills, their deficits, and strategies for coping with social deficits
• Discuss language deficits, and strategies to overcome receptive and expressive language deficits

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified

Domain 1: Analytical/Assessment Skills

• 1A1. Describes factors affecting the health of a community (e.g., equity, income, education, environment)
• 1A12. Contributes to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing)

Domain 2: Policy Development/Program Planning Skills

• 2A6. Gathers information that can inform options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)

Domain 6: Public Health Sciences Skills

• 6A4. Retrieves evidence (e.g., research findings, case reports, community surveys) from print and electronic sources (e.g., PubMed, Journal of Public Health Management and Practice, Morbidity and Mortality Report, The World Health Report) to support decision making

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Valerie Cool, PhD; Paige Burden, MA, CCC-SLP

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

March 22, 2012