The support we provide to brain injured children and young people is unique because we work to understand the child or young person’s changed and often hidden needs following their brain injury. Their initial baseline cognitive assessment looks at a minimum of 17 key skills across five domains, that are essential for learning and life. We also gather lots of other essential information and reports, which is important, but very time consuming work.
Together these provide a complete picture of the individual’s hidden difficulties; many of which have not been identified. This is then used to compile a baseline from which to measure progress. After agreeing some goals with the individual and their family, we then formulate a plan of stimulating activities and fun tasks aimed at helping them to achieve their long term and short term goals.
Our non-clinical work addresses a range of physical, communication, cognitive, emotional and behavioural issues to facilitate lasting improvements for brain injured children.
None of the children and young people we work with have received any meaningful Cognitive Rehabilitation Therapy or support. Despite receiving essential 1-1 SEN interventions at school, these kids remained years behind their peers and the SEN support was not aiding their ongoing recovery; because it is not designed to. Research and the lived experience of families shows that for many, this will continue to have a negative life-long impact. Our Children and Young People’s Service aims to reverse these trends.
The following children and young people have all sustained an acquired brain injury. However they all have different causes; levels of severity; age at the time of injury; effects and life impacts.
Each baseline score shows the child or young persons level of functioning before we started working with them.
The tables shown below indicate that:
|AGED 9 and 4 years after a Non-Traumatic Brain Injury|
|REASONING||187 / 800||385 / 800||+ 198|
|MEMORY||76 / 800||327 / 800||+ 251|
|ATTENTION||178/800||426 / 800||+ 248|
|COORDINATION||200 /800||256 / 800||+ 56|
|PERCEPTION||81 / 800||445 / 800||+ 364|
Impact: With these cognitive improvements, this child has moved from a Maths SEN class into a mainstream class!
|AGED 19 and 4 years after a severe Traumatic Brain Injury|
|REASONING||301 / 800||538 / 800||+ 237|
|MEMORY||181 / 800||572 / 800||+ 391|
|ATTENTION||463 / 800||597 / 800||+ 234|
|COORDINATION||47 / 800||481 / 800||+ 434|
|PERCEPTION||158 / 800||595 / 800||+ 437|
Impact: With these cognitive improvements this young person has successfully completed a City & Guilds Level 1 & 2 course!
|Aged 22 and 10 years after 2 X Traumatic Brain Injuries|
|REASONING||207 / 800||208 / 800||+ 1|
|MEMORY||57 / 800||125 / 800||+ 68|
|ATTENTION||441 / 800||601 / 800||+ 160|
|COORDINATION||176 / 800||214 / 800||+ 38|
|PERCEPTION||312 / 800||403 / 800||+ 91|
Impact: This young person has now left us to pursue a career as a Delivery Driver!
Following an acquired brain injury, a brain does not work as efficiently as it did prior to the injury. Progress can therefore be slow. Despite these children and young people making progress, they all still have a long way to go in terms of their ongoing development and recovery when compared to their peers. Also many of our children come from disadvantaged backgrounds which research shows, places them at an even higher risk of poorer long-term outcomes. We will therefore continue to work with these children and young people to ensure they make the best possible recovery and achieve their full potential.
"When different organisations assess different aspects of a child's neuro-rehabilitation needs, everyone looks at things from a different perspective and have conflicting priorities"
"Different 'experts' involved in paediatric neuro-rehabilitation come from different organisational cultures which causes conflict and has a negative effect on the outcomes for the child."
"Positive and coordinated neuro-rehab interventions for children and young people is proven to bring health improvements; improve independence; reduces the need for sheltered living; decreases vulnerability; decreases drop-out rates in schools; decreases youth offending"
"Taking brain injured children home causes high stress for families. Disjointed services exacerbate family stress levels."
"Healthy teens are better at identifying strategies to deal with barriers. KIDS WITH ABI'S CAN'T!"
"We are medical practitioners. The real experts are the parents. Over the last 35 years they have taught me everything I know"
"We would like to see earlier identification and support for children with brain injuries to help them succeed in school."