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Accommodations Accommodations and Interventionsand Interventions
Joshua Cantor, Ph.D., ABPPJoshua Cantor, Ph.D., ABPPDepartment of Rehabilitation MedicineDepartment of Rehabilitation Medicine
Accommodations and Accommodations and InterventionsInterventions
• For children with chronic or slow
to resolve symptoms, interventions may
be necessary
Accommodations and Accommodations and InterventionsInterventions
• Community integration and
participation are important goals
Accommodations and Accommodations and InterventionsInterventions
• Non-pharmacological therapies • Speech therapy• Occupational therapy• Physical therapy• Psychotherapy and other
behavioral treatments• Cognitive remediation
(including cognitive orthotics)
Accommodations and Accommodations and InterventionsInterventions
• Need for comprehensive neuropsychological
assessment including cognitive and behavioral
evaluation
Accommodations and Accommodations and InterventionsInterventions
• Establish what accommodations are
needed
• Previous functional level and co-morbid issues (e.g.,
learning disability) must be taken into account
Accommodations and Accommodations and InterventionsInterventions
• Importance of coordinated approach
involving treatment team, educators,
family, coaches, etc.
Accommodations and Accommodations and InterventionsInterventions
• Interventions cannot be delivered
in isolation – they must be implemented across
settings (school, home, sports teams, etc.).
• All parties including child must be educated
about needs and goals
Accommodations Accommodations and Interventionsand Interventions
• Interventions are typically environmental rather than
internal
Accommodations and Accommodations and InterventionsInterventions
• Accommodations and compensatory strategies should:
• capitalize on strengths• circumvent or provide support with areas of
weakness • be consistently implemented• be solution focused, not deficit focused• emphasize structure
Accommodations and Accommodations and Interventions: ExamplesInterventions: Examples
• Attention:• Position child in classroom to reduce
distractibility (e.g., at front)
• Provide quiet, low distraction study
area at home
• Discourage multi-tasking
• Encourage periodic breaks
• Cue child to stay on task as
needed
Accommodations and Accommodations and Interventions: ExamplesInterventions: Examples
• Memory difficulties:• Allow note takers or tape recorders in class
• Use reminders and a calendar and other
cognitive supports (e.g., smartphones)
• Use testing methods adapted to memory
difficulty (e.g., multiple choice)
• Encourage repetition and rehearsal
Accommodations and Accommodations and Interventions: ExamplesInterventions: Examples
• Processing speed:• Slow down pace when possible
• Allow rest periods
• Repeat material
• Don’t rush or challenge the child
Accommodations and Accommodations and InterventionsInterventions
• Kids with TBI are at risk for social isolation and
behavioral problems so social skills,
participation, and mental health must be
addressed
Accommodations and Accommodations and InterventionsInterventions
• Importance of brain health (sleep, exercise,
healthy diet, avoidance of toxins, etc.)
Accommodations Accommodations and Interventionsand Interventions
• The Family Advocacy Counseling and Training Services
Program (FACTS)• Information re services in NYS• Links to rehabilitation services and support groups• Training for family members, service providers, and educators
to understand impact of TBI• Support with special education
• Individuals who sustained a brain injury prior to the age of 22 and
live in New York State are eligible
• Funded by the Office for People with Development Disabilities
(OPWDD)
• BIANYS.org
Thank youThank you