Area of concern after Concussion
Possible classroom behaviour that indicates difficulty
Proactive solution for students
> Physical
Headaches in school
Allow for rest breaks; hydration; quieter location.
Dizziness
Provide calm environment without multiple distractions.
Fatigue: Sleeping more or less than usual
Allow for rest breaks; plan daily schedule with a variety of classes with different levels of difficulty interspersed (e.g. difficult vs less difficult).
Vision problems with sensitivity to light
Avoid fluorescent lights when possible; decrease brightness on computers, smart phones, tablets; limit time on computers; electronic gaming devices.
Hearing issues with noise (gyms, concerts, music causing irritability)
Avoid loud activities, including gym classes, loud music from headphones, dances or parties.
> Cognitive-communication
Unable to concentrate
Provide information in smaller chunks; assign less material for task completion.
Forgetting recently learned information or conversations
Allow for written and verbal cues; use note taker or provide written notes for reference.
Slow to process information (verbally or written)
Allow additional time for response; provide alternative methods for test taking; breakdown complex directions into simple steps; decrease length of assignments or do not give any.
Asks for repeats
Provide written and verbal cues and notes; post schedule and assignments.
Word finding/naming (vocabulary) difficulty Pre-teach new vocabulary; cue using c
Pre-teach new vocabulary; cue using categorization and association.
Poor social interactions with others (easy to anger, rude, interrupts with irrelevant information)
Do not punish unacceptable behaviours; work on social skills one on one.
Area of concern after Concussion
Possible classroom behaviour that indicates difficulty
Proactive solution for students
> Cognitive-communication
Confused about recent activities/ experiences
Use technology (tablets, smart phones) to record cues as activities occur; use day organizer for reference.
Unable to attend to task completion
Break tasks into smaller pieces so each portion is successfully completed..
> Social/ emotional/ behavioural
More irritable in the classroom
Provide clear schedule for the day; recognize beginning of irritable behaviour and provide alternative activity.
Feeling anxious or tense
Provide time for rest during the day; provide clear schedule of activities for the day; less required work.
Feeling depressed
Point out strengths and successes during each day.
Easily overwhelmed by school requirements or activities
Diminish schedule to reasonable load that can be successfully accomplished; add activities only when success is demonstrated; decrease or eliminate homework.
Adapted from DePompei, R.& Blosser J. Pediatric traumatic brain injury: proactive interventions. (2019). Plural Press: San Diego. Concussion in a classroom info