Strategies for Memory

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

• Maintain a consistent routine.
• Give information in several ways: verbal, written, demonstration, pictures.
• Limit the amount of information given at one time.
• Give the student a homework-only folder, and check it with the student at the beginning and end of each class.
• Designate a bag or pack in which to keep materials that go to and from school.
• Give the student an extra set of textbooks for home.
• Provide photocopies of notes or overheads.
• Regularly summarize information.
• Use review sheets.
• Give verbal reminders of upcoming significant events.
• Repeat or rephrase directions and ask the student to confirm them.
• Teach the student to use external aids such as notes, memos, daily schedules, and assignment sheets.
• Provide repetition and frequent review of instructional materials.
• Provide immediate and frequent feedback to enable the student to interpret success or failure.
• Teach the student to categorize, associate, rehearse, and/or chunk information.
• Allow the use of audio taping for later review.

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.

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