Welcome to the National Collaborative on Children's Brain Injury
Background and Purpose
Each year approximately 700,000 U.S. children age 0–19 years sustain a traumatic brain injury (TBI) requiring hospitalization or emergency treatment. The effects of pediatric TBI are pervasive, affecting every aspect of functioning—cognitive, behavioral, and social.
Because of shortened hospital stays and the chronic problems arising from childhood TBI, schools have become the primary service provider for children and adolescents with TBI.
Although there are significant gaps across all service domains for children/youth with brain injury, NCCBI will focus first on community, family, and rehabilitation issues in relation to school services. At this time, the goals of the NCCBI are to:
1. identify critical gaps in educational services,
2. make policy and research recommendations, and
3. share information, tools, and resources on supports for children with TBI in the school setting.
Members of the NCCBI include:
- family members of individuals with brain injury
- state Department of Education staff who provide statewide leadership and coordination of services for students with brain injury
- HRSA TBI grant recipients who work closely with their state Departments of Education
- pediatric brain injury researchers
- representatives from federal programs:
- HRSA TBI Program
- National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR),
- U.S. Department of Health and Human Services
- Office of Special Education Programs (OSEP), U.S. Department of Education
- Centers for Disease Control and Prevention (CDC)
- Representatives from brain injury advocacy organizations:
- Brain Injury Association of America (BIAA)
- U.S. Brain Injury Alliance (USBIA)
- National Association of State Head Injury Administrators (NASHIA)
NCCBI Meeting Agendas & Minutes
Brain Injury in Youth Community of Practice
The Brain Injury in Youth - Supports for School Success, Community of Practice (CoP) is a place to share ideas, discuss issues, and generate solutions for those who work with, advocate for, and support children and youth with brain injury. The Brain Injury in Youth CoP was created by the National Collaborative on Children's Brain Injury (NCCBI). The CoP currently has 3 Practice Groups - 1) Identification, Screening, and Assessment Practices, 2) Educational Interventions and Accommodations, and 3) Concussion. As we move forward we will be looking for people from many disciplines to participate in the CoP. Members are able to interact with each Practice Group on current topics and ways to advance the field for children and youth with brain injury.
NCCBI Policy Work Group
The NCCBI Policy Work Group meets via teleconference on a regular basis to map out policy agenda addressing brain injury and schools. The Policy Work Group is involved with analyzing data about incidence and prevalence of brain injury as it pertains to identification of students with brain injury, making recommendations to Federal and State agencies that impact school policy regarding services for brain injury, and connecting Medical Rehabilitation with Educational Supports & Services to improve practices in programming for students with brain injury. Specific initiatives addressed to date include:
- under-identification of brain injury in schools, with recommendations to improve identification,
- the impact of the new Every Student Succeeds Act as it pertains to students with brain injury, and
- developing opportunities for transition through the Work Force Innovation Act Re-Authorization, utilizing Work Based Learning Experiences.
Faul, M., Xu, L., Wald M.M., & Coronado, V.G. (2010). Traumatic Brain Injury in the United States: Emergency Department Visits, Hospitalizations and Deaths 2002–2006. Atlanta (GA): Centers for Disease Control and Prevention, National Center for Injury Prevention and Control. http://www.cdc.gov/traumaticbraininjury/tbi_ed.html.
Zaloshnja, E., Miller, T., Langlois, J., & Selassie, A. (2008). Prevalence of long-term disability from traumatic brain injury in the civilian population of the United States, 2005. The Journal of Head Trauma Rehabilitation, 23(6), 394-400.
Dettmer, J., Ettel, D., Glang, A., & McAvoy, K. (2014). Building statewide infrastructure for effective educational services for students with TBI: Promising practices and recommendations. The Journal Of Head Trauma Rehabilitation, 29(3), 224-232.
Gioia, G., Glang, A., Hooper, S., & Eagan Brown, B. (2015). Building statewide infrastructure for the academic support of students with mild traumatic brain injury. Journal of Head Trauma Rehabilitation. http://www.ncbi.nlm.nih.gov/pubmed/26709582
Glang, A., Ettel, D., Todis, B., Gordon, W. A., Oswald, J. M., Vaughn, S. L., et al. (2015). Services and supports for students with traumatic brain injury: Survey of State Educational Agencies. Exceptionality, 23(4), 211-224.
Halstead, M. E., McAvoy, K., Devore, C.D., Carl, R., Lee, M., & Logan, K. (2013). Returning to learning following a concussion. Pediatrics, 132(5), 948-957. View Abstract
This material is supported by the National Institute on Disability and Rehabilitation Research (NIDRR) of the U.S. Department of Education under Grant No. (H133B090010). This work is intended to promote the exchange of ideas among researchers and policy makers. The views expressed in it are part of ongoing research and analysis and do not necessarily reflect the position of the U.S. Department of Education. In addition, the views expressed in this work are solely the opinions of the authors and do not necessarily reflect the official policies of the U.S. Department of Health and Human Services or the Health Resources and Services Administration, nor does mention of the department or agency names imply endorsement by the U.S. government.