How can the classroom teacher help a student learn after a traumatic brain injury? I will list 20 strategies that may be used if the student shows needs in these areas.

Students with TBI will need some observation to determine what the needs are. Once the needs surface, the following can be tried.

1. Study Guide--Outline. Student may need an outline to follow so they can anticipate content. This will prepare them for a transition.
   
   
2. Pictures or Visual Cues. Signals are a good way to alert the student that he or she needs to do something different.
   
   
3. Systematic Verbal Rehearsal. The student may have to "practice" a verbal cue and what is expected of him.
   
   
4. Homework Assignment Book. All assignments will need to be written down because of poor short-term memory.
   
   
5. Teach Memory Strategies. Student may need to learn memory tricks such as mnemonics, pictures, limericks.
   
   
6. Scribe or Note-Taker. Classmates may want to take turns taking good notes and having them photocopied at the end of class to give to the student. TBI victims often can listen but can not take notes and listen.
   
   
7. Recognition vs. Recall. Do not assume when the student recognizes data that they recall how it fits into the big picture. Check for understanding.
   
   
8. Modify Work Amounts. Since focusing may be a serious problem, shorten assignments to the minimum necessary. Increase gradually if the student can maintain success.
   
   
9. Alternative Forms of Expression. General statements and satire may go right over their heads. Be very specific and to the point.
   
   
10. Provide Feedback on Responses. Always state that an answer is correct or needs more input. They may not pick up on a smile or nod which would be affirming.
    
    
11. Classroom Aides. It is often necessary to hire a classroom aid to help a student stay on task, organize, and plan homework.
    
    
12. Modify Grades. If a grading scale is 94-100 for an "A", this may need to scaled down to a 90-100 or 88-100 for this student.
    
    
13. Assist With Confusion. Watch for the confused look. These students are not likely to raise hands and ask questions.
    
    
14. Avoid Over-Reactions. These students may ask the same question over and over because of poor short-term memory. Be patient. Repeat as needed.
    
    
15. Accept Inconsistencies in Performance. These students may do very well on Tuesday. This raises the bar for expectations. They may not be able to do this well the rest of the week.
    
    
16. Routine and Schedule. Be prepared for problems if there is a late start, substitute teacher, early dismissal, or shortened classes. Change does not come easy to students with TBI.
    
    
17. Behavior Management Strategy. Have a plan in mind for misbehavior. The regular plan may not work well. Preferably, talk with the student ahead of time and let them know how you plan to discipline them.
    
    
18. Simple, Concrete Language. Use short sentences that are to the point. Try to keep directions down to as few steps as possible.
    
    
19. Alert to Transition. State that the bell is going to ring in 5 minutes and they will need to begin putting things away in an orderly fashion. It may help to state which class is next.
    
    
20. Communication Book. While students are given time to do homework at the end of class, it would be good to communicate with parents how things are going in class, positives, and areas that need work.

In some cases, students will function quite well with minimal interventions. In other cases, an aide may be necessary for the student to be successful. In some cases, students may need to have a 504 plan or an IEP.

Read more about TBI Challenges, TBI Statistics and Trauma by Sam Vaknin.

Read previous articles on Educational Issues.

Copyright article 2006 Barbara Pytel. All Rights Reserved.