Literature Review and Theoretical Framework

Literature Review

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Empirical Framework

According to Disability Law Center (2008), Brain injuries are categorized into two types whereby why have acquired and congenital brain injuries. Congenital brans injuries happened before the birth of a child as a result of congenital disabilities, the effect of drinking alcohol while pregnancy among mothers and some difficulties during the process of delivery. On the other hand, Acquired Brans Injuries take place after the births whereby they may result from medical conditions such as encephalitis, Stroke, meningitis, aneurysms, and brain tumor. Bran inquiries they do not result from medical conditions are referred to as Traumatic Brain injuries which result from accidents involving vehicles, hunting accidents, sports injuries, snow machine accidents, and falls.

People with brain injuries often develop cognitive problems which can be cauterized in four issues, including information processing, attention and concentrations, memory and executive functioning. This problem relates to the learning process of a person’s because their child is unable to pay attention while at schools for the required number of hours or unable to multitask, such as listening and taking notes at the same times (Konrad & el.al, 2011). These problems affected their learning processes of the child in schools. Teachers have strived to solve the problems of traumatic brans injury experience with children in school by developing special means of training which is presenting information to the student using multi-sensory formats as well as hands-on learning opportunities.

Children’s with traumatic brain disorders are recognized to be accompanied by difficulties in refusing to answer questions in class or beginning their assignments when they require the teacher to add some time for them to process the information acquired due to the defects of information processing (REF?) . For examples, a student with TBI may be struggling to comprehend and understand the lesson talk by a teacher at the end of the sessions while the teacher is highlighting instructions for their assignments. In the end, the child ends up missing the assignment instructions (Barman, Chatterjee, & Bhide, 2016).

These children cannot be recognized as forgetful instead their memory is more pronounced. The students have problems in learning new concepts, storing and retrieving the information. They are more efficient to remember the things they had learned before the brain injury but not those learned after. Also, their executive functions such as planning and organizing things are disturbed. The child is unable to complete a report at a given time or set priorities (Disability Law Center, 2008). They also have problems to solve minor changes like how to answer essay questions or what to do in case they lost their pen.

Consequently, the effects on the function of the brain also affect how the students behave. Behavior emanates from various interrelated issues. The child with TBI encounters physical challenges s to deal with headaches, fatigues, and dizziness and vision problems (Disability Law Center, 2008). They encountered emotional changes such as depressions may time due to the brans injuries. Neurological evaluations are one of the programs embraced to help the student deal with brain injuries. A neurologist is intended to identify their areas of difficulties experienced by the students by observing their behaviors, after which they advise the teachers and parents on the initiates to take to improve the performance of the child.

Theoretical Framework

According to Konrad, et al. (2011), they are long-term cognitive as well as an emotional sequel of that TBI, which is inconclusive, which a person with a mild brain injury takes time without seeking treatment. TBI individuals experience significant impairments of the cognitive domains of subjects of health control. The effects of the cognitive range from medium to large, whereby they can be recognized as depression, self-perceived deficits, negative response based and compensation claims. Beck Depression is relatively higher among patients with TBI and depression. When individual relating minor traumas for a long time they increase the risks of long-term cognitive as well as emotional scale which are essential in the social and professions life of individuals . TBI lead to long-term Neuro-functional disruptions which are not detected by the magnetic resonance imaging; hence they are needed to seek clinical and forensic evaluations of TBI of us to prevent the long-term effects construed.

When describing the prevalence of TBI problems and risk factors related to post-injuries, it is essential to the long-term behavioral effects of TBI (Konrad & el.al, 2011). The increase in the number of cases of TBI incidents those other injuries whereby the injury correlates to the experience of various characteristics such as Pre-injury child status, neuropsychological outcomes and family measures. Children with higher rates of cases require follow-up that is compared with orthopedic injured children. The social life of children, whether TBI is also affected whereby they are not able to establish good relations with their peer due to the defected in their practices and behaviors (Scwartz & et al., 2003).

According to Yivisakers, Turkasta, and Coelho (2005), communication disorder specialists working with patients of TBI focus on the rehabilitation of the social, cognitive and behaviors dimension of their disabilities. The practices engage in are guided by the existing Americans Speech-language and Healing Association, which is linked to communications effectiveness. Personality changes are caused by TBI result in the development of behavioral defects. Children and parents of TBI inured children are required to actively participate in the programs by improving the knowledge, skills, and relationship of the victim. Collaborative engagement will help in improving the social interaction competence of the child.

The existing literature shows that many people have been interested in studying the area; hence they finding has been used to guide the researcher in this study. However, various gaps are identified by the researcher whereby the studies consider doing not link the problems or the effects of TBI the particular problems that will help in solving that problem. The researcher will be interested bridging the gaps by identifying the effects and specific programs the will be used to deal with the defects.

References

Barman, A., Chatterjee, A., & Bhide, R. (2016). Cognitive Impairment and Rehabilitation Strategies After Traumatic Brain Injury. Indian Journal lf Psycholoigy Medicine, Vol.38(3), 172-181.

Disability Law Center. (2008). Educating Students with Traumatics Brain Injury. Alaska: Disability Law Center of Alaska.

Konrad, C., & el.al. (2011). Long-term cognitive and emotional consequences of mild traumatic brain injury. Psychological Medicine, Vol.41, 1197-1211.

Scwartz, L., & et.al. (2003). Long-Term Behavior Problems Following Pediatric Traumatic Brain Injury: Prevalence, Predictors, and Correlates. Journal of Pediatric psychology, Vil 28(4), 251-263.

Yivisakers, M., Turkasta, S., & Coelho, C. (2005). Behavioural and social intervention forIndividuals with Traumatic Brain Injury: A Summary of the Research with Clinical Implications. Seminar in Speech and Language, Vol 26 (4), 256-267.

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