Traumatic Brain Injury Information Quiz Questions

1.

A brain injury that occurs when the brain bounces around inside of the skull and there is no physical damage to the skull itself is called a/an

A.

Closed head injury
B.

Open head injury
C.

ADHD
D.

Spinal cord injury
E.

None of the above

Correct Answer
A. Closed head injury

Explanation
A closed head injury refers to a type of brain injury where there is no physical damage to the skull itself, but the brain bounces around inside the skull. This can happen due to a sudden impact or force applied to the head, causing the brain to move within the confined space of the skull. Closed head injuries can result in various symptoms and complications, depending on the severity of the injury, and may require medical attention and treatment.

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2.

A brain injury in which the skull is fractured and the membrane surrounding the brain is penetrated, resulting in the brain being directly injured is referred to as a/an

A.

Closed head injury
B.

Open head injury
C.

ADHD
D.

Spinal cord injury
E.

None of the above

Correct Answer
B. Open head injury

Explanation
An open head injury refers to a brain injury where the skull is fractured and the membrane surrounding the brain is penetrated, leading to direct injury to the brain. This type of injury typically occurs when an object penetrates the skull, causing damage to the brain tissue. It is different from a closed head injury, which refers to brain injury without any penetration or fracture of the skull. ADHD and spinal cord injury are unrelated to the question and are incorrect options.

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3.

Some of the areas that may be significantly affected when students experience traumatic brain injuries include:

A.

Difficulty with memory
B.

Difficulty with organization
C.

Difficulty comprehending language
D.

Processing ability
E.

All of the above

Correct Answer
E. All of the above

Explanation
When students experience traumatic brain injuries, it can have a significant impact on various areas of their functioning. They may have difficulty with memory, struggling to remember and retain information. They may also face challenges with organization, finding it hard to stay focused and keep track of tasks. Additionally, traumatic brain injuries can affect their comprehension of language, making it difficult for them to understand and process information. Therefore, the correct answer is "all of the above" as all these areas can be significantly affected by traumatic brain injuries.

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4.

If a student with TBI has difficulty with his memory, which strategy would not be helpful?

A.

Teach students to chunk information
B.

Give oral and written instructions
C.

Teach students memory strategies such as pneumonics
D.

Provide visual cues/cards to help students with schedules
E.

Put students in time-out until they memorize the material

Correct Answer
E. Put students in time-out until they memorize the material

Explanation
Putting students in time-out until they memorize the material would not be helpful for a student with TBI who has difficulty with memory. Time-out is a disciplinary measure and does not directly address memory issues. It is important to use strategies such as teaching students to chunk information, giving oral and written instructions, teaching memory strategies like pneumonics, and providing visual cues/cards to support students with schedules. These strategies are more effective in helping students with TBI improve their memory and learning abilities.

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5.

Which strategy would be helpful in assisting students with organizational skills?

A.

Having color-coded folders for materials/assignments for each subject
B.

Using an assignment sheet or planner
C.

Have a specific place for all materials and teach students to put things back in their place
D.

All of the above

Correct Answer
D. All of the above

Explanation
All of the above strategies would be helpful in assisting students with organizational skills. Having color-coded folders for materials/assignments for each subject helps students easily identify and locate their materials. Using an assignment sheet or planner helps students keep track of their assignments and deadlines. Having a specific place for all materials and teaching students to put things back in their place promotes organization and reduces the chances of losing or misplacing items. Therefore, implementing all of these strategies would be beneficial for students in developing and maintaining organizational skills.

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6.

The IDEA definition of traumatic brain injury does not include:

A.

Congenital or degenerative brain injuries
B.

Injuries incurred in an automobile accident
C.

Injuries resulting from a fall
D.

Open head injuries
E.

Closed head injuries

Correct Answer
A. Congenital or degenerative brain injuries

Explanation
The IDEA definition of traumatic brain injury does not include congenital or degenerative brain injuries because traumatic brain injuries are caused by external forces and not by conditions that are present at birth or that develop over time. Traumatic brain injuries are typically caused by events such as accidents or falls, and can be classified as either open head injuries (where the skull is penetrated) or closed head injuries (where there is no penetration of the skull).

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7.

Which one of the following IS NOT an example of a strategy to be used for processing ability

A.

Provide oral and written directions
B.

Ask the student to repeat instructions back to the teacher or a peer
C.

Slow down instruction
D.

Give multi-step directions in writing only

Correct Answer
D. Give multi-step directions in writing only

Explanation
Giving multi-step directions in writing only is not an example of a strategy to be used for processing ability because it relies solely on visual processing skills. Processing ability refers to the capacity to understand and interpret information. By providing oral and written directions, asking the student to repeat instructions, and slowing down instruction, different learning modalities are engaged, such as auditory processing and verbal comprehension, which can support students with varying processing abilities. However, giving multi-step directions in writing only may exclude students who struggle with visual processing or have difficulty comprehending written information.

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8.

An example of pre-teaching or prompting students to use appropriate social skills is:

A.

"Rachel, we are going to the library, make sure that you do what you are supposed to do."
B.

"Rachel, we are going to the library so be good."
C.

"Rachel, we are going to the library. When we are in the library we use a quiet voice, select a book, and go to the librarian to check it out."
D.

"Rachel, we are going to the library so be quiet and find a book."

Correct Answer
C. "Rachel, we are going to the library. When we are in the library we use a quiet voice, select a book, and go to the librarian to check it out."

Explanation
The correct answer is the one that provides specific instructions and expectations for Rachel's behavior in the library. It not only tells her to use a quiet voice but also instructs her to select a book and go to the librarian to check it out. This prompts Rachel to use appropriate social skills by giving her clear guidance on what she should do in the library. The other options are either too vague or do not provide specific instructions for appropriate behavior in the library.

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9.

Identifying a student with TBI includes the following steps:

A.

The same as regular LD or ED assessment procedures.
B.

Assessment of medical condition (CAT or MRI) and the same as regular LD or ED assessment procedures.
C.

Intellectual Assessment only
D.

Behavior Assessment only

Correct Answer
B. Assessment of medical condition (CAT or MRI) and the same as regular LD or ED assessment procedures.

Explanation
The correct answer is Assessment of medical condition (CAT or MRI) and the same as regular LD or ED assessment procedures. This is because when identifying a student with Traumatic Brain Injury (TBI), it is important to assess their medical condition through techniques like CAT or MRI scans. Additionally, it is also necessary to follow the same assessment procedures as those used for students with Learning Disabilities (LD) or Emotional Disturbance (ED). This comprehensive approach helps in accurately identifying and understanding the needs of the student with TBI.

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10.

When collaborating with parents of students with TBI, it is important to remember:

A.

They may be grieving who their child used to be
B.

Have likely become an expert on their child's condition due to extended time in the hospital, listening to doctors, therapy, and personal research
C.

Are adjusting to juggling their injured student's needs with their other children's needs
D.

All of the above

Correct Answer
D. All of the above

Explanation
When collaborating with parents of students with TBI, it is important to remember that they may be grieving who their child used to be. This means that they may be mourning the loss of their child's previous abilities and personality. Additionally, parents have likely become experts on their child's condition due to their extended time in the hospital, listening to doctors, therapy sessions, and personal research. This knowledge should be acknowledged and respected when collaborating with them. Lastly, parents are also adjusting to the challenge of juggling their injured student's needs with the needs of their other children. Therefore, it is important to consider all of these factors when working with parents of students with TBI.

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