Strategies for Fatigue and Energy Level

The following strategies are for use within an instructional design for students with TBI. The effectiveness of each strategy should be evaluated for each student.

• Incorporate quiet activities and a reduced pace in the curriculum.
• Assess sleep patterns, evening/weekend activities, and responsibilities with the student and the student’s parents.
• Ensure that the student is eating protein-rich meals and snacks. Protein with each meal is valuable in preventing swings in energy.
• Begin with a shorter school day and gradually increase the course load or time demands.
• Designate time and space for rest or time out from stimulation. (This could be a space outside the classroom, or the student might put his head down on the desk.)
  •  Alternatively, simply allow the student to gaze out the window as down time without viewing the behavior as inappropriate.
• Give shorter examinations that require less writing (e.g., a short answer, multiple choice, or true–false).
• Change the schedule to have more demanding courses in the morning or drop a class.

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.

Kentucky Department of Education. Technical Assistance Manual on Brain Injury.