TBI Identification Protocol

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Adapted from Brain Injury in Children and Youth: A Manual for Educators PDF (page 78)

TBI Identification Protocol

1) Report of a Brain Injury:

a. with medical documentation

b. with credible history

2) Educational impacts most probably and plausibly related to the TBI and prevents the child from receiving reasonable educational benefit from general education

If 1a or 1b is present but 2 is not present --- the school team may support the student outside of IDEA services (e.g., informal services, IHP, RTI, MTSS, PBIS, 504).

If 2 is present but 1a or 1b is not present --- the school team may consider IDEA services for the student under a special education category other than TBI.

1a OR 1b AND 2 MUST be present to pursue evaluation for TBI Educational Identification.

1) Documentation of Brain Injury

Medical documentation as evidenced by:

Health History Form

Brain Check Survey

Medical records (Parent/Guardian collects and shares with school) See Medical Documentation (page 75)

School to Parent/Guardian structured interview: See Educational Identification Significant History (page 75)

Significant history of one or more TBI’s reported by a reliable and credible source and corroborated by numerous reporters as evidenced by:

Health History Form

Brain Check Survey

2) Educational impacts most probably and plausibly related to the TBI and prevents the child from receiving reasonable educational benefit from general education.

As evidenced by:

Limited ability to sustain attention
Poor memory skills
An inefficiency in processing
Deficits in sensory-motor skills
Delays in acquisition of new learning
Delays in acquisition of visual-spatial processing
Difficulty with language skills
Deficits in behavior regulation including: impulsivity

Poor judgment
Ineffective reasoning
Mental inflexibility
Poor planning
Poor organization
Poor initiation
Delays in ADL’s
Delays in academic skills