Strategies for Problem Solving and Reasoning

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.

• Develop a step-by-step guide for problem solving by identifying the problem, considering relevant information, listing and evaluating possible solutions, and creating a plan of action.
• Review at least two different alternatives when considering solutions, then let the student select one option.
• Avoid language using puns, sarcasm, and double meanings.
• Give consistent, neutral feedback.
• Provide the student with verbal scripts or procedural cues to deal with frequent problems (e.g., teasing, name calling).
• Model ways in which decisions to act (judgment) should be made.
• Highlight information relevant to, and necessary for, making decisions.
• Allow student to use a hands-on approach for learning new skills (e.g., on the job training or learning by doing).

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.