What to Look For if You Suspect a Student has a TBI
- How does the student follow directions?
- What types of directions are most easily followed?
- Spoken directions
- Written or visual directions
- How much structure does the student need to follow directions?
- Does the student often forget verbal directions - even with reminders?
- How is the student's vocabulary, rate of speech, grammar and ability to respond to questions?
- What is the student's ability to carry on a conversation (e.g., fluency, ability to track conversation and respond appropriately)?
- How are the student's listening skills (e.g., interrupting the class, asks for information or directions multiple times)?
- Does the student become confused, irritated or lost when changing tasks within the classroom?
- Does the student become physically lost when changing classes - even if it is a familiar route?
- How are the student's organizational abilities?
- Does the student show signs of fatigue or irritability?
- How is the student's dress and hygiene?
- What is the student's rate of body movements (e.g., slow, halting, rapid or impulsive)?
- How are the student's spatial skills (e.g.,getting lost, misreaching)?
- What are the student's motor mannerisms (e.g., balance, muscle tone, restlessness)?
- Does the student begin and end assignments independently?
- Are cues needed?
- What cues are needed?
- Does the student stay on task? How long? Under what circumstances?
- Does the student need cues or structure to stay on task?
- Are assignments incomplete or do they have errors that appear to be careless?
- How is the student's judgment about safety and social situations?
- How is the student's affect (e.g., flattened, aroused, depressed, under responsive)?
- Does the student have difficulty knowing what to pay attention to when there are several distractions?
- How is the student's attention span (e.g., attentive, distractible, variable throughout the day)?
- Does the student have difficulty understanding new concepts in a specific academic area?
- Is the student's rate of learning and performance slow or reduced?
- How is the student's behavior (e.g., social appropriateness and ability to modify behavior to fit the situation)?
- How is the student's memory for new learning?
Missouri Department of Education (1987), as cited in http://www.adhdservices.org/Parent/Manual_TBI_Charts.pdf
Sattler, J. M. (1997).Clinical and Forensic Interviewing of Children and Families:Guidelines for the Mental Health, Education, Pediatric, and Child Maltreatment Fields.Jerome M. Sattler Publisher. p. 634.