My Journey: a High school senior shares his story of repeated sports concussions

1. My Journey: a High school senior shares his story of repeated sports concussions By: Jake Guy

2. Introduction • Senior at Luverne High School • Parents: Tim and Renee Guy • Regional TBI consultant: Darwin Dyce My goal here today is to share with you my life in a nutshell. I will do my best in providing information regarding consecutive concussions, symptoms, and accessing educational accommodations.

3. August 2010 Football Practice Hit in practice Headache No baseline ImPACT ImPACT taken several days later Invalid Results Continued Practice

4. September 2010 Hit in practice – Grounded by player behind me as I got hit from the front Went to school and took ImPACT test 5 days later Physician called school to send me home after reading the results

5. My Symptoms • Headache • Light sensitivity • Sound sensitivity • Fatigue • Sick to stomach

6. Stayed home from school several days and went back with a few accommodations listed from physician • While at home, did not use computer, phone, text or watch tv • Gradually completed more and more activities • Sat out the remainder of the Football season until the quarterfinals game and dressed for the game • In my mind was psychologically getting ready for Wrestling season

7. November 2010 • Wrestling Season begins and was thrown to the mat during the second week • I walked into the door at home after practice that night and my parents knew immediately that something had happened to me • Parents called another student and then called coach

8. I don’t remember, but my parents said I was talking crazy and wasn’t able to answer any questions. I asked for some medicine for my headache and then right after taking it I asked again for some medicine. My parents watched me carefully that night.

9. My Symptoms • Short term memory problems • Processing delays • Headache • Light and sound sensitivity • Fatigue

10. Stayed home for many days and then went back to school for part days • Struggled with symptoms through Christmas break • From January through May, I tried my best, but struggled with planning and organizing which hindered my grades. • Worked for my grandfather the entire summer

11. August 2011 – Junior Year • All my friends started Football practice • Bored and frustrated • First semester started and I was becoming more and more frustrated with school • Lonely • Thinking of ways to change my life

12. October 2011 • Became more and more tired • Couldn’t get up in the morning • Would need to take a nap after school • One day came home during my lunch and fell asleep and missed my afternoon classes – given a Saturday school for missing class • Was taking 7 classes

13. December 2011 • Falling apart in school • Couldn’t learn like I did before • Shakespeare memory assignment • Missing assignments/getting behind • Not understanding what is going on • Frustrated • Hard to work on homework in evening • Extremely short attention span • Parents began searching out help

14. January 2012 • My parents set up appointments for me to determine what was going on with me. We wanted to learn if my concussions were causing the issues I was having in school. • Tested at Gillette Children’s in the Cities • Tested at Sanford Children’s in Sioux Falls • Started Occupational and Physical Therapy through Sanford in Sioux Falls

15. Problems in School After going through the evaluations and getting information on what I can do and what accommodations could be done, I met with my teachers at school to share important information Teachers were very resistive at first and had a hard time understanding my problems

16. Invisible • Even after sharing information with my teachers, they were still reluctant. I think because I was very verbal and they would see me joking or visiting with my classmates, they didn’t see the amount of homework, fatigue and memory problems that I was dealing with.

17. Changes In School • Starting 2nd Semester • I dropped my Advanced Math class • I scheduled a study hall between my classes so I could have a break

18. Continued Frustrations • Continued problems with organization, fatigue, and remembering assignments • Subtle feeling that teachers thought I was playing the system • I still could not keep up • ANXIETY • I read the article: Lost and Found: What Brain Injury Survivors Want You to Know

19. March 2012 • Met with teachers to develop a 504 Accommodation Plan • The following three slides will be my 504 plan. • Called in the TBI Consultant to be present to talk about mild brain injury

20. 504 ACCOMMODATION PLAN LUVERNE PUBLIC SCHOOLS Name: Jacob Guy Date: March 8, 2012 Grade: 11 DOB: 3/10/95 School: Luverne High Describe the nature of concern: Jacob has been diagnosed with Mild Traumatic Brain Injury by Dr. Sinner at Gillette Children’s Specialty Healthcare in February, 2012. He has difficulty with keeping up with the pace of classroom presentation, notes and assignments. Because Jacob’s concussion has no physical signs challenges with processing and fatigue are sometimes misunderstood. Jacob has had 3 concussions. The most recent occurred at wrestling practice near the end of November 2010. Medical records from Gillette Children’s Specialty Healthcare (01/12/12) and a recent (01/25/12) speech evaluation from Sanford USD Medical Center summarize the way Jacob’s concussions manifest. Describe the basis for the determination of disability: The Mild Traumatic Brain Injury results in difficulties with ongoing cognitive functioning and memory challenges. In both the school and home setting Jacob has difficulty with processing speed and memory. In the classroom it is difficult to follow along with lecture, take notes, carry out multi step tasks, answer when put on the spot, organizing daily assignments/ tasks and dealing with mental fatigue. Describe how the disability affects a major life activity: Jacob’s Mild Traumatic Brain Injury negatively impacts his Learning. Jacob is having ongoing and persisting symptoms that include difficulty with memory, delayed processing and executive functioning skills. Jacob’s education team has reviewed the education and medical records and concludes he meets the classification under Section 504 of the Rehabilitation Act of 1973. In accordance with the Section 504 guidelines, the school has agreed to make reasonable accommodations and address the student’s individual needs. Successful implementation of accommodations center upon staff understanding the neurological underpinnings of his Brain Injury. Jacob did not choose to have his concussions nor the very real life changing impact they have. Some of the initial accommodations are listed below:

21. -Seating near a positive role model -Utilization of a peer note taker -Extra time to complete tasks -Simplify complex multi-step directions -Open book testing

22. -Organizational supports -Behavior Jacob sometimes experiences mental fatigue and needs to have short breaks between assignments. -Special Considerations Jacob’s teachers are genuinely concerned about his successful school performance. Key staff have met to review the issues and share strategies surrounding Jacob’s brain injury. Additional meetings can be utilized when Jacob, parents or staff request. A written copy of this accommodation plan will be shared with all of Jacob’s teachers.

23. Completed my Junior Year • With the 504 Plan in place it helped me to be able to manage my classes better • I felt like I was able to handle my classes and perform better in school • Brain healing/ learned strategies/breaks • Feeling support and understanding from teachers

24. Summer 2012 • I was able to manage a full time job throughout the summer • I kept a routine and made sure I had plenty of rest to help me manage my position • My new business was off and running!

25. August 2012 Senior Year • I planned my schedule so that I would have a lunch break between my college classes • I met with my teachers to review the things that work well for me • I use my iphone to keep track of my assignments • I keep a routine to help manage my day

26. September 2012 • ACT Test • Application for Extended Time • 1. Professionally Diagnosed Disability • 2. Current IEP, Section 504 Plan, or Accommodations Plan

27. Future Plans • Importance of routine • Last Semester of Senior Year • College Admission/Resources • Tools needed for college • Managing school and work

28. The Game Trailer

29. References: • Impacttest.com • Lost & Found: What Brain Injury Survivors Want You to Know by Barbara J. Webster, Lash & Associateshttp://www.brainline.org/content/2011/07/lost-found-what-brain-injury-survivors-want-you-to-know.html

30. Additional Resources: • Sports Concussions • Planning In- School transitions • Work • Favorite Apps