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Acquired Brain Injury (ABI) / Traumatic Brain Injury (TBI)
  • An evaluation conducted by a professional (in most cases within 2 years) who has undergone comprehensive training and has relevant experience in the assessment of ABI/TBI in adolescents and/or adults (e.g. neuropsychologists, clinical or educational psychologists).
  • A neuropsychological evaluation containing assessments of intellectual, conceptual, and cognitive competence; executive functioning; academic skills; personality status; sensory, perceptual and processing efficiency; visual, auditory and tactile facility; speech, language and communication ability; and evaluation of executive functioning, memory, and attention.
  • Utilization of particular evaluation techniques must be at the discretion of the evaluator. Measures, such as the following, will be expected to appear in the selected battery: Bender Visual – Motor Gestalt Test 2nd Ed. (Bender Gestalt – II) , Halstead Reitain Battery (or selected parts), or Detroit Tests of Learning Aptitude - Adult (DTLA-A); Luria Nebraska Battery (or selected parts); Peabody Individual Achievement Test – Revised – Normative Update (PIAT-R/NU); Woodcock Reading Mastery Tests-Revised; and the Spache Written Language Assessment.
  • An interview including a description of the presenting problem(s); developmental, medical, psychosocial and employment histories; family history (including primary language of the home and the student's current level of English fluency); and a discussion of dual diagnosis where indicated.
  • An integrated summary which:
    • Indicates the substantial limitations to major life activities posed by the specific brain injury.
    • Describes the extent to which these limitations impact the academic context for which accommodations are being requested.
    • Suggests how the specific effects of the brain injury may be accommodated.
    • States how the effects of the brain injury are medicated by the recommended accommodations.