Accommodations and Interventions Joshua Cantor, Ph.D., ABPP Department of Rehabilitation Medicine

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