Increasing Successful Interation of Students with Traumatic Brain Injury and Asperger's Disorder

Date: April 19, 2012
Time: 51 minutes

Jim Para-Cremer, MA, BCBA

Individuals diagnosed with Traumatic Brain Injuries and Asperger’s syndrome face significant challenges to integrating into society due to lack of critical skills training that could be taught within school settings. Unfortunately, IEPs are commonly developed with a primary focus to academic curriculum with lesser attention to softer skills that teach peer interaction, self-management, and problem solving.

For students with TBI or Asperger’s deficits in problem solving, peer interactions, and self-management/governance present challenges to integration within classrooms. If stakeholders move past traditional academic assessments to focus on functional independence; prioritize goals that seek to acquire social skills; and systematically train to master across multiple natural environments a student can overcome barriers to integration.

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Asperger’s Syndrome, Brain Injury, Communication, behavior, aggressive behavior, skills, assessment, self-stimulation, labeling, function, team approach, solutions