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Drug and alcohol addiction and abuse. Recognition. Prevention. Treatment

20/20 Parenting. Recognizing and mitigating early vulnerabilities and risk factors.

Potential Vulnerabilities - Mental Conditions - Traumatic Brain Injuries (TBI)

Marilyn Lash, MSW

Marilyn uses her social work experience and research in pediatric rehabilitation to develop sensitive and practical guides for families, educators, and professionals. Marilyn's specialty is helping families cope with the emotional impact of brain injury and developing strategies for negotiating the complex service system. Now Director and Senior Editor of Lash & Associates Publishing/Training Inc., she focuses on developing user friendly publications for families, educators, and clinicians.

Visit at: www.lapublishing.com


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Behavior After Brain Injury FAQs

Co-authored by Ron Savage, Ed.D., Co-founder and Vice President of Lash & Associates Publishing/Training Inc.

Why does our daughter act much younger than her peers do since her injury?

Social immaturity is one of the common consequences of brain injury. Some children and adolescents seem "stuck" at an earlier developmental stage. This can make it difficult for peers and friends to relate and may even lead to ridicule or social isolation for the child with a brain injury. Altered social skills can be very difficult for adolescents with brain injuries when peer pressures for dating, appearance and "fitting in" increase.

After a brain injury, a child may not be able to remember as well as before. This child will need to be taught strategies to help remember things. The same holds true for social skills. A child with a brain injury may need to be taught particular social skills that before the injury would have been learned naturally. Teaching a child how to greet new people, how to recognize nonverbal communication, how to look well groomed and clean, or how to act in public are all skills that may need to taught and practiced with a child with a brain injury.

Will traditional behavior management techniques work for a student with a brain injury?

The traditional approach to managing behavior is based on the model of antecedent, behavior and consequence. The antecedent is what happens before the behavior, the behavior is the action, and the consequence is what happens as a result of the behavior.

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