CLASSROOM STRATEGIES FOR HEAD INJURED STUDENTS
from Ellen Bouchard
Orientation
Charts, maps
Label significant items, landmarks
Buddy System
Transitions
Verbal cues for upcoming events
Walk through routine for transition activities
Refer to schedules
Peer observation
Initiating an Activity
Use printed or pictorial description of task
Talk through several examples
Review printed or pictorial rules of behavior
Praise initiation and encourage completion
Role-playing
Terminating an Activity
Emphasize closure with tasks (clean-up, etc.)
Peer observation
List and check off steps - emphasize relationship to final step
Impulsive Responses
Place unnecessary materials out of reach
Discuss importance of rules
Role-play appropriate responses
Cue card for raising hand
"Stop-Action" - stop disruptive activity and have student verbalize alternative, then follow through
Provide joke or story time at end of lesson
Asking for Help
Expand difficulty of task, one step at a time
Reinforce student asking for help
Cue card - "Raise hand for help"
Role-play
Working Independently
Review directions, examples
Written sequence of steps
Reassurance
Begin with brief tasks or assignments
Provide cue for "return to work"
Use intermittent timer and reward students working when it rengs
Provide ample time to complete task
Self-criticism or Perseveration
Emphasize abilities and progress
Chart achievement
Limit perseverative behavior by using verbal directions (i.e.; "erase only once")
Focus on less difficult or threatening task
