Teacher Trainings on Brain Injury:

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BrainSTEPS & Brain Injury in Students

Dr. Brenda Eagan-Johnson – 2020

School Staff: Student Supports for Virtual Learning Environments

Dr. Brenda Eagan-Johnson – 2021

BrainSTEPS 2020 Team Member Capacity Building Training - Part 2

Monica Vaccaro, MS – 2020

BrainSTEPS 2020 Team Member Capacity Building Training - Part 1

Monica Vaccaro, MS – 2020 Brain Injury & Opioids: Acquired Brain Injury & the Toxic Brain

Return to Learn Concussion Management: A Statewide Model to Support Student Recovery & Shift School Paradigms

Dr. Brenda Eagan-Johnson – 2020

Intersection Between Traumatic Brain Injury and the Juvenile Justice System

Dr. Kim Gorgens – 2020

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

Dr. Danielle Ploetz – 2019 This session will discuss the impact of neurotoxins such as lead, PCBs, and other neurotoxicants as well as the effects of carbon monoxide poisoning on brain development. This session will also discuss current research on outcomes and discuss strategies to implement in the classroom to aid learning.

Roll Up Your Sleeves: Management of TBI-related Sequelae

Dr. Kim Gorgens – 2019 This session will provide compelling management strategies for the most common consequences of brain

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.

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

Dr. Karen McAvoy & Heather Hotchkiss – 2016

Preservice, Inservice, Daily Service: Teachers and Acquired Brain Injury

Dr. Roberta DePompei – 2016

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

Dr. Karen McAvoy & Heather Hotchkiss – 2016

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

Dr. Stephen Hooper – 2014

Federal Department of Education & Brain Injury Association of America Webinar on TBI in Students for Parent Training Centers

Dr. Brenda Eagan-Johnson – 2014

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

Linda Wilkerson – 2009

Brain Injury & Student Behaviors - Part 2

Linda Wilkerson – 2009

Brain Injury & Student Behaviors - Part 3

Linda Wilkerson – 2009

Brain Injury & Student Behaviors - Part 4

Linda Wilkerson – 2009

Brain Injury & Student Behaviors - Part 5

Linda Wilkerson – 2009

Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 1

Dr. Tim Feeney – 2009

Warning: Language may be offensive to some

Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 10

Dr. Tim Feeney – 2009

Warning: Language may be offensive to some

Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 2

Dr. Tim Feeney – 2009

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

Dr. Tim Feeney – 2009

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

Dr. Tim Feeney – 2009

Warning: Language may be offensive to some

Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 8

Dr. Tim Feeney – 2009

Warning: Language may be offensive to some

Self-Regulation & Behaviors After Acquired Brain Injury in Children & Teens - Part 7

Dr. Tim Feeney – 2009

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

Dr. Stephen Hooper –

Brain Injury: Special Education Criteria & Social Emotional Intervention

Dr. Karen McAvoy and Heather Hotchkiss –

Executive Functions & Students with Traumatic Brain Injury - Part 1

Dr. Gerry Gioia –

Executive Functions & Students with Traumatic Brain Injury - Part 3

Dr. Gerry Gioia –

Executive Functions & Students with Traumatic Brain Injury - Part 4

Dr. Gerry Gioia –

IEPs and Effective Program Planning for Students With Traumatic Brain Injury

Dr. Patricia Sublette, PhD –

Intervention for Adolescents with Acquired Brain Injury

Dr. Lynn Turkstra –

Never Give Up!

Dr. Janet Tyler –

Children with TBI

Pediatric Traumatic Brain Injury: Ages 0-5 - Part 1

Dr. Stephen Hooper –

Quick Brain Injury Explanatory Videos - Brain Lobes Explained

Dr. Paul Jantz –

Quick Brain Injury Explanatory Videos - Cognitive Reserve Explained

Dr. Paul Jantz –

Strategies for Executive Skills Development in Students with TBI

Dr. Peg Dawson and Dr. Richard Guare

Working with Families When a Child Has an Acquired Brain Injury

Dr. Roberta DePompei –

Long term Outcomes after Pediatric TBI

Dr. Linda Ewing Cobbs 2020, HELIX Conference, BrainSTEPS TBI Session

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

Pediatric TBI Monitoring Across Developmental Stages & Settings

PIC-UP Tool, Galveston 2021 The Galveston Brain Injury Conference Monitor Workgroup

2021 Brain Injury Post-High School Transition Presentation

BrainSTEPS Student: Kami

Career & Technical Center Students with Brain Injury

Dr. Bob Piccirillo
Dr Eagan Johnson’s Return to Learn Concussion Management Team Research-Johns Hopkins University
Brain Injury Association of America PSA “Bully”

PANDAS, PANS and Related Disorders What It Is and How It Impacts Children and Families

Interoception, the 8th Sense Nurturing Self-Regulation & Mental Health from the Inside-Out

HELIX 2021: Is TBI a Noun or Adjective

HELIX 2021: Is TBI a Noun or Adjective

HELIX 2021: Is TBI a Noun or Adjective

HELIX 2021: Is TBI a Noun or Adjective

HELIX 2022: Interoception, the 8th Sense Nurturing Self-Regulation & Mental Health from the Inside-Out

HELIX 2022: PANDAS, PANS and Related Disorders What It Is and How It Impacts Children and Families

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