OCSLHA

Oakland County Speech-Language-Hearing Association

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CLASSROOM STRATEGIES FOR HEAD INJURED STUDENTS

from Ellen Bouchard

  1. Orientation

    1. Charts, maps

    2. Label significant items, landmarks

    3. Buddy System

  2. Transitions

    1. Verbal cues for upcoming events

    2. Walk through routine for transition activities

    3. Refer to schedules

    4. Peer observation

  3. Initiating an Activity

    1. Use printed or pictorial description of task

    2. Talk through several examples

    3. Review printed or pictorial rules of behavior

    4. Praise initiation and encourage completion

    5. Role-playing

  4. Terminating an Activity

    1. Emphasize closure with tasks (clean-up, etc.)

    2. Peer observation

    3. List and check off steps - emphasize relationship to final step

  5. Impulsive Responses

    1. Place unnecessary materials out of reach

    2. Discuss importance of rules

    3. Role-play appropriate responses

    4. Cue card for raising hand

    5. "Stop-Action" - stop disruptive activity and have student verbalize alternative, then follow through

    6. Provide joke or story time at end of lesson

  6. Asking for Help

    1. Expand difficulty of task, one step at a time

    2. Reinforce student asking for help

    3. Cue card - "Raise hand for help"

    4. Role-play

  7. Working Independently

    1. Review directions, examples

    2. Written sequence of steps

    3. Reassurance

    4. Begin with brief tasks or assignments

    5. Provide cue for "return to work"

    6. Use intermittent timer and reward students working when it rengs

    7. Provide ample time to complete task

  8. Self-criticism or Perseveration

    1. Emphasize abilities and progress

    2. Chart achievement

    3. Limit perseverative behavior by using verbal directions (i.e.; "erase only once")

    4. Focus on less difficult or threatening task

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This page last updated on 04/30/08

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