Traumatic Brain Injury - Disorganization
Brain 1, 2003, used with the permission of the Alabama Department of Rehabilitation
Not only will this student have difficulty in keeping track of his work, but he will also have difficulty in carrying out longer term tasks, such as completing a project or writing a research paper. In many students with mild to moderate TBI, symptoms like this can go unidentified or be misidentified. When teachers are aware, they can accommodate student needs for support in completing and organizing their work. These are strategies that would help this student.
- Use graphic organizers as guides (e.g., diagrams showing the proper location of items in one's desk or backpack, the relations of concepts, discourse analysis).
- Use a picture-form daily planner to help the student understand the organization of the day (younger). Use a calendar to plan long-range projects with the student (older).
- Tell the student's parents what chapters or topics will be covered in the upcoming week.
- Provide parents with a list of required assignments and projects for the semester (older).
- Provide checklists or cue cards with steps for completing a task; organize the checklists into a small notebook for easy reference.
- Provide goal-setting and planning sheets and tell the student the number of steps in a task or the number of items to be completed.
- Divide complex tasks into a sequence of numbered steps or sub-goals.
Retrieved from: http://www.cbirt.org/tbi-education/instruction-strategies/strategies-organizational-skills/, February 23, 2011.