Instructional Design for Students with TBI

Students with TBI have a wide range of abilities and needs. Each student’s individual profile of strengths and needs must be considered when designing an educational program.

The Assessment-Instruction Cycle

Hypothesize

Use available knowledge to make a hypothesis about the student’s starting level and select a strategy that fits.

• Obtain information from the student’s history:
  • Classroom assessments.
  • Observations.
  • Work samples.

• Select 1 or 2 target goals.

Design

Design instruction for the tasks that you are going to teach.

Teach

Teach the material using the following sequence:

1. Gain the student’s attention.
2. Demonstrate what you want the student to do, using many positive and negative examples.
   • Show examples of what you do and don't want.
     
   • Point out how the positive examples are the same.
   • Use consistent wording to reduce the chance for error.
3. Practice (with assistance).
4. Give opportunities for repetition with guidance to prevent errors.
5. Allow independent practice in old and new settings.
6. Use pacing that is brisk (in the student’s perception).  
   • Request frequent student involvement and responses.
   • Provide time for the student to think.
7. Monitor student performance to prevent errors in practice and responses.
8. Give feedback in a positive way.
9. Include systematic reinforcement and correction in a positive way.

Evaluate

• Was the starting level correct?
• Did you monitor the student’s performance?
• Record the student’s progress.
• Review student progress.
• Change the instruction as needed until the student is making progress in the designated curriculum.

Adapted from:

Madigan, K., Hall T.E., & Glang, A., (1997). Effective Instructional Practices for Students with ABI. In A. Glang, G. Singer, & B. Todis (Eds.) Students with Acquired Brain Injury: The school’s response. Brookes: Baltimore, MD.