Strategies for Attention and Concentration

The following strategies provide suggestions for use in an instructional design for students with TBI. 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.

Adapted from:

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.