Questions About Changes in Behavior After Brain Injury in Children

Parents and teachers are often confused and frustrated by changes in the child's behavior after acquired brain injury. Methods previously used to manage or change behavior at home and at school are no longer in effect. This article explains why the previous approach with these children is more effective than traditional methods of behavior.

Why is our child's behavior is so different now?

Changes in child behavior may be a direct result of brain injury. Common behavioral changes are:

moods Withdrawal emotional lability temper outbursts impulsivity irritability disinhibitions.

Why is this behavior is so difficult to manage because of the injury to the brain?

the frontal and temporal lobes are certain areas of the brain that monitor and direct behaviors. When one or both are damaged, the child can be difficult to control his temper, actions and feelings. Even a child's personality may seem drugačije.Dijete now be restless, hit others, swear, be impulsive, and difficult to follow. It can be very upsetting for parents to observe, for teachers to understand, as well as for nurses to adjust.

It can also be traumatic for a child who can not remember how he acted before traumatic brain injury. This can lead to emotional reactions that also contribute to changes in behavior as children try to form a new sense of themselves.

the traditional behavioral techniques for children with brain injury?

antecedent, behavior and consequences of the traditional approach to managing behavior. Step 1 is preliminary, which is what happens before it happens. Step 2 is a behavior or action that is taking place. Step 3 is the consequences or what happens as a result of behavior.

Most children quickly learn to change their behavior to avoid punishment. This management style consequential often do not work for children with brain injuries because the child can not remember the rules. If you see a child affected by the injury, it can be difficult for this child to learn from the consequences of their actions. Punishing children after conduct occurred can not help a child learn self-monitoring behavior or to recognize the warning signs of becoming overwhelmed or confused.

will work for your child?

control what goes before it comes to this situation is much more successful method for children with injuries mozga.Prvi step is to identify the roots. Then they can be changed to prevent the behavior from occurring. For example, distractions from other students and a hall activity can be difficult for students to follow instructions and pay attention in class. This distractibility and difficulty focusing may be a direct result of brain damage. It will not improve by giving the student detention or reprimand. It's more effective to reduce interference and improve attention by moving the child to sit in the front row.

Conclusion

Changes in behavior that are caused by trauma to the brain can be positively managed, with emphasis on the predecessor of the child or the environment before it happens. This approach can be easily learned and used by teachers and parents, and will improve the child's abililty to function at home and at school.