Support attention, communication, and organisation
Suggestion for implementing the strategy ‘Concussion: Support a return to learning and activity’
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Notice where support is needed
Notice where support is needed
Many symptoms can often be misinterpreted.
Instead, these symptoms are signals that a brain is still healing and needs a supportive environment to aid recovery.
- Difficulty staying on task
- Reduced ability to focus
- Easily distracted
- Difficulty completing work
- Forgetting things they need or what they have been asked to do
- Difficulty doing more than one thing at a time
- Problems organising approaches to tasks
- Difficulty getting started on tasks
- Difficulty expressing thoughts clearly, either verbally or in writing
- Heightened sensitivity to noise, smells, and textures
Source: Adapted from Changes: Behaviour, mood & personality (opens in a new tab/window)
Seat with positive peers
Seat with positive peers
Positive peers can help with clarifying instructions, moving between tasks, preparing for transitions, and managing task completion.
![11604 [Screen-Shot-2019-01-17-at-12.05.12-PM.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Screen-Shot-2019-01-17-at-12__ScaleMaxWidthWzEwODZd.05.12-PM.png)
Source: Ministry of Education
Support the beginning of tasks
Support the beginning of tasks
Provide assistance with getting started on tasks – then ask the child or young person about the first thing they are going to do next.
![11605 [Amelia-Elenoa-Ministry.JPG]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Amelia-Elenoa-Ministry__ScaleMaxWidthWzEwODZd.JPG)
Source: Ministry of Education
Useful teaching strategies
Useful teaching strategies
Select teaching strategies that support the recovery of a child or young person with a non-traumatic brain injury
Seek feedback on what’s helpful.
Adjust as needed.
- Revisit a concept as many times as needed.
- Check for understanding and the need for assistance.
- Preview new material when possible.
- Develop with the learner strategies that help them coordinate learning and materials between home and school.
- Consider using a communication notebook or email routine for school-home communication.
- Timetable the most important learning tasks at the times when the learner has the most energy.
- Seat the learner near to the location of instruction and away from distractions, such as doors, windows, and high traffic areas.
- Eliminate interruptions as much as possible.
- Make sure to have the learner’s attention when giving directions or instructions.
Reflection questions
Reflection questions
Adjust and adapt for your own context.
- How will you monitor a child or young person’s progress on a task so they don’t get too lost or stuck?
- In what ways could you use digital tools to support refocusing?
- What strategies will you use to ensure instructions can be followed and referred to later?
- How can distractions in the environment be minimised?
Useful resources
Useful resources
Cognition: Attention, concentration & memory
Read time: 4 min
This leaflet explains how damage to the brain can affect attention, concentration, and memory.
Publisher: Brain Injury NZ
Download PDF
Brain injury in children and youth: A manual for educators
Read time: 212 min
How a brain injury can be recognised and managed, including sections on disruptions to development at any point, social and emotional competencies and response-to-intervention (RTI) plans.
Publisher: Colorado Department of Education
BrainSTARS: Attention
This is list of practical strategies for parents and teachers who are supporting children and young people who have difficulty focussing their attention due to brain injury.
Publisher: BrainLine
Next steps
More suggestions for implementing the strategy “Concussion: Support a return to learning and activity”:
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Current page Support attention, communication, and organisation
Return to the guide “Supporting learners with acquired brain injury”
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Acquired brain injury and learning
How to use this site
Guide to Index of the guide: Acquired brain injury and learning
Understand:
- Understand the basics about ABI
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Understand impacts on learning and wellbeingShow suggestions for Understand impacts on learning and wellbeing
Strategies for action:
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Review leadership and governance responsibilitiesShow suggestions for Review leadership and governance responsibilities
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Concussion: Support a return to learning and activityShow suggestions for Concussion: Support a return to learning and activity
- Understand the injury and the needed support
- Develop a plan of support
- Monitor physical activity
- Provide social and emotional support
- Support attention, communication, and organisation
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Traumatic brain injury (TBI): Support a return to learning and activityShow suggestions for Traumatic brain injury (TBI): Support a return to learning and activity
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Non-traumatic brain injury: Support a return to learning and activityShow suggestions for Non-traumatic brain injury: Support a return to learning and activity
