Strategies for Attention and Concentration
The following strategies provide suggestions for use in an instructional design for students withTBI. The effectiveness of each strategy should be evaluated for each student.
- Avoid areas near doors, windows, and traffic patterns.
- Organize the work area by reducing clutter of furniture, supplies and décor.
- Provide opportunities for the student to take breaks.
- Use a written or picture schedule and check off progress.
- Schedule most important work to happen during times of greatest concentration.
- Increase interest with new stimulating activities.
- Break assignments and tasks into smaller and shorter segments.
- Limit the amount of information on worksheets, notes, etc.
- Emphasize the skill or concept over the quantity of work.
- Gradually increase goals.
- Ensure that tasks are meaningful to the student and are within the student's readiness range.
- Set an alarm for short time segments.
- Seat the student in the front of the classroom, near the teacher.
- Check for proper attention and understanding after giving instructions.
- Have the student repeat instructions.
- Create and maintain a quiet, non-distracting environment.
- Redirect the student's attention back to the task, as needed.
- Allow breaks during or between tasks to reduce fatigue from extended attending.
- Reward "on-task" behavior and avoid punishment.
Colorado Department of Education. (2001). Brain injury: A Manual for Educators.
Szekeres, S.F., Meserve, N.F. (1997). Appendix 18-2: Modifying materials, instruction, and the learning environment to meet individual needs. In M. Ylvisaker (Ed.),Traumatic Brain Injury Rehabilitation(pp. 411-414). Boston: Butterworth-Heinemann.
Brain Injury Association of Virginia. (2005). Tips for inclusion of youth with TBI in regular classrooms (pp. C34)
Kentucky Department of Education. Technical Assistance Manual on Brain Injury.