B-JUST: Brain Injury & Juvenile Services Training

CBIRT faculty, including Ann Glang and Laurie Powell, are working with Deanne Unruh from the University of Oregon College of Education on a 3-year project from the National Institute on Disability, Independent Living, and Rehabilitation Research to identify training needs for juvenile corrections personnel related to brain injury. Community reentry outcomes for formerly incarcerated youth are...

Transitions Web: Web-based Transition Training for Students with Traumatic Brain Injury

Adolescents ages 15-19 have a higher rate of traumatic brain injury (TBI) than any other age group. Recent research indicates that transition outcomes (post-secondary education completion, employment, independent living/community integration) are poor for this population and that students who receive special education services in high school do no better in these domains than those who do not. Despite the clear need to improve these outcomes, students with TBI rarely receive appropriate transition services, often because educators and transition personnel lack the knowledge and skills needed to tailor effective transition practices to this unique population.

GPS-TBI: Generalizing Problem Solving Strategies to Everyday Environments Following TBI

Cognitive impairments, strongly linked to reduced independence and community integration, are one of the most debilitating consequences of traumatic brain injury (TBI). Systematically trained cognitive strategies—particularly problem-solving strategies—offer a consistent means of responding to the myriad, often unpredictable breakdowns resulting from these impairments. However, due to limited funding for rehabilitation services, persons with TBI rarely receive the training needed to learn and generalize such strategies to their everyday lives.