Study Skills and Cognitive Strategies for Students with Brain Injury

1. Study Skills and Cognitive Strategies for Students with Brain Injury Roger C. Peace Rehabilitation Hospital Brain Injury Education Initiative

2. ATTENTION! • Please follow along with the narration for this presentation by clicking on the sound icon in the lower left hand corner of each slide. • Test here

3. Funding provided by:

4. Purpose: • The purpose of this presentation is to provide student’s with the tools they need to be successful in the classroom. So many students today, try and return to school without the skills they need to be successful. Students go back to school thinking they can rely on their old study habits. Often, they realize they are unprepared and need help when it comes to the specific needs of persons with brain injury.

5. Objectives • Overview of Brain Injury and Return to School • Studying to Learn • Academic Success • Time Management • Memory’s Impact • Note Taking and Studying • Cognitive Strategies • Accommodations

6. Common Complaints after TBI… • Gosh, I’m slow! • I can’t remember anything! • Oops, I forgot my homework. • It’s so hard to get started. • I don’t know where to start. • Reading is tough. • My handwriting isn’t good. • I’m so distracted! • What did he say? • I get tired so easily. • I can’t keep up! • This use to be so easy.

7. Common Problems after a Brain Injury… that may impact your return to class Memory Impulsivity Attention Irritability Problem Solving Anxiety Organization Depression Initiation Social Skills Understanding Frustration Processing Vision Reading Writing

8. Other Things to Watch out for and Speak up about… • Headaches • Poor Sleep • Overstimulation • Poor Endurance • Fatigue • Conflict with Friends

9. Changes after Brain Injury…Things to remember for school re-entry • The age at time of injury will impact development • Pre-existing skills will impact and be impacted by the brain injury • No two brain injuries are exactly the same • The effects of a brain injury depend on such factors as cause, location and severity

10. The Art of Studying Studying can be defined as… • A detailed critical inspection • The pursuit of knowledge by reading, observation or research • The act or process of applying the mind to understand • To read and examine for the purpose of learning

11. How are YOUR study skills? • Have you thought about how you study? • Are you organized? • Do you manage your time well? • Since your brain injury, do you study differently? • Take this QUIZ to assess your STUDY SKILLS.

12. How Do People Learn? • 1 % through TASTE • 1.5 % through TOUCH • 3.5% through SMELL • 11% through HEARING • 83% through SIGHT

13. What Kind of Learner are You? • Figure out your learning style by taking this Quiz! Check out your results! • Visual Learner: you learn best by seeing things • Auditory Learner: you learn best by listening or hearing information • Kinesthetic Learner: you learn best by doing things

14. Now that you have identified what kind of study habits you have and what kind of learner you are… Let’s take a look at some basic steps to academic success.

15. The Basics to Academic Success • Keep it the Same • Find a place to study • Stick to a routine and keep a schedule • Write down ALL your assignments ALL the time • Get going • Not later….NOW!! • Start on assignments AS SOON as you get them • Read ahead if you can

16. The Basics to Academic Success • Break it down • Set small goals • Break assignments into smaller portions • More Is Better • Repeat, review, rehearse – this takes time! • Take frequent breaks…get up and stretch • Get a study buddy • Use your resources like parents or teachers

17. The Basics to Academic Success • Your Goals • Set individual, academic, and personal goals • Get to know your teachers • Go to class everyday • Keep track of your grades • Get the phone number or email of someone else in your class (if you need to ask questions after school) • Find out what your school offers in terms of library support, tutors, or other resources

18. What Time is it? • There are 168 hours in a week…how are you spending your time? • Time Management is one of the MOST important things to consider • Don’t Procrastinate • Fill out a weekly schedule and plan ahead • You have to study OUTSIDE of the classroom

19. No Cramming!!

20. How to Manage your Time • Use a time schedule • NOT: I have to take a week out of work to finish this project. • INSTEAD: I can use these times to work on my paper: Monday 7-8, Tuesday 5-6, and Saturday 8-12. • Learn how to tell time • NOT: Researching for this paper will only take me one half hour. • INSTEAD: Researching may not be easy, so I’ll start tonight and leave more time on Sunday. • Optimize your chances for success • NOT: I’ll write this paper at home. • INSTEAD: I’ll write this paper in the library, away from my TV.

21. How to Manage your Time • Just get started • NOT: I can’t write this paper until I feel inspired. • INSTEAD: I’ll write what comes to mind now and revise it later. • Look at what you have accomplished and reward yourself • NOT: I’ve hardly made a dent in all that I have to do. • INSTEAD: I’ve finished my draft. I think I’ll take Saturday and watch a movie.

22. How to Manage your Time • Set Priorities • NOT: I don’t know where to begin, so I can’t start at all. • INSTEAD: I’ll focus on this part because it’s the first assignment due. • Concentrate on 1 thing at a time • NOT: It’s too much, I’ll never get it all done. • INSTEAD: For this step, I only need to read, I’ll save the other part for tomorrow. • Set up small, specific goals • NOT: I have to finish this paper by week 9. • INSTEAD: If I write 2 pages a week, I’ll have it done by week 6.

23. Some Helpers: • Make your own calendar • Fill out a daily schedule • Make a “To Do” List • Use technology: The Livescribe Pulse Digital Smartpen records your notes two ways: it creates digital copies of everything you write by hand while recording audio at the same time.

24. Problems with recent (short) term memory Student cannot hold information in memory long enough to respond to it Problems with long term memory Student is unable to store information for retrieval when needed and stored information cannot be accessed Memory’s Impact…

25. Memory’s Impact in the Classroom • Unable to follow directions • Unable to sequence several requests at one time • Completes only the first step of the request • Unable to recall vocabulary • Unable to carry out classroom routines • Loses place easily

26. lessening theIMPACT of a memory problem • Learning and applying specific memory strategies can help improve not only your memory, but your performance in the classroom.

27. Making It Stick – Memory Strategies Categorize and Chunk Repeat and Rehearse Associate Mnemonics and Acronyms Visualize Flashcards

28. Categorize and Chunk • Group things together in meaningful sets • Categorize by similarities or differences • Group items into smaller pieces or “chunks” for easier recall • Examples: • Remember your friends based on how you know them…school, neighborhood, church, etc. • Remember phone numbers in smaller sections… (864) 555 - 1212

29. Repeat, Rehearse, Relate • Repeat information either aloud or silently to help you remember • Paraphrase the information, put it in your OWN words • Relate the information to your personal life and experiences • Use this strategy with others!!! • ACT IT OUT • EXAGGERATE • RHYTHMIC • SPACE IT OUT

30. Associate • Make a meaningful connection or link between pieces of information • Link what you just learned with something you already know

31. Mnemonics and Acronyms • Formulas, stories, key words, or rhymes that help you remember specific information. Have you ever tried to remember all the colors of the rainbow? Have you ever heard of Roy G. Biv? RED, ORANGE, YELLOW, GREEN, BLUE, INDIGO, VIOLET

32. Visualize • Paint a picture in your mind • Retrace your steps • Use drawing to help aid this strategy

33. Flashcards • Easy to use • Helps you test yourself • Portable, stick in your pocket and carry with you • Can draw information if that helps you remember

34. Note Taking and Study Strategies The Basics… • Always date your notes • Review your notes everyday if you can • Teach what you know to others • Listen for your teacher to repeat • Be an active listener • Listen for your teacher’s voice to change • “Remember this…” • Ask questions and get clarification

35. Visual Maps Use highlighters Diagrams and graphs Mind mapping Underlining Leave space to go back and write in Auditory Go to class Clarify information Talk to yourself (quietly!) Ask questions Tape record Note Taking

36. Kinesthetic Participate in classroom activities Raise your hand Draw notes Volunteer for things Read/Write Complete an outline Use heading Copy notes over Read ahead Use a highlighter Scribe pen Note Taking

37. Steps to Highlighting • Read the paragraph and then go back to highlight: Main Idea Headings Lists Relevant Details Dates Key Words Names Bold Faced Words Headings 2. Turn bold faced heading into questions. 3. Highlight material that answers the question.

38. Cornell Style • Cue Column: Draw a line down the left-hand side of your notebook page about 2 inches from the edge. After you take notes, this column will be used to write main ideas from your notes. • Summary: Draw a 2 inch line across the bottom of your page. This space will be used last to write a two-to-three line summary of your notes. • What’s Left? You use the large space in the middle to take notes. • Read Notes: Soon after class, read over your notes. Use the CUE COLUMN to write in key words, phrases, main ideas, or questions you may have on your notes. 5. Study: When studying, you should be able to cover the large space where you took your notes and recall the information based on the CUE COLUMN.

39. Use theSQ3Rmethod Survey Question Read Recite Review

40. SQ3R…Survey • Survey-look through the text • The title, heading, and subheadings • Captions under pictures, charts, graph or maps • Review questions or teacher-made study guides • Introductory and concluding paragraphs

41. SQ3R…Question • Question-While you are surveying • change the chapter heading into questions and read to answer them • Read questions at the end of the chapters or after each subheading • Ask yourself, “What did my teacher say about this chapter or subject when it was assigned?” • Ask yourself, “What do I already know about this subject?”

42. SQ3R…Read • Read- When you begin to read: • Look for answers to the questions you came up with • Answer questions at the beginning or end of chapters • Reread captions under pictures, graphs, etc • Read difficult passages slower • Stop and reread parts which are not clear • Read one section at at time

43. SQ3R…Recite • Recite-After you’ve read a section • Ask yourself questions out loud • Summarize, in your own words, what you read • Take notes but write the information in your own words • Underline/highlight important points you’ve just read • Remember to use your method of learning…talk out loud, write it, practice it..

44. SQ3R…Review • Review- now’s your chance to see what you really know! • Cover up your key notes and see if you can remember! • Use flashcards • Ask a friend to quiz you • Write questions from your notes and try to answer them.

45. Cognition…a fancy vocabulary word used to describe our thinking skills. • Cognitive skills include: • Reasoning • Problem solving • Attention • Memory • Processing Speed …the types of skills we need to be successful in school!

46. Strategies and More Strategies • Keep “To Do” lists • Learn to break tasks into smaller, more manageable steps • Take rest breaks before you get tired • Ask for clarification • Ask yourself “Wh” questions • Make eye contact • Slow down

47. More Strategies • Ask for help! • Talk OUTLOUD • Eliminate distractions • Try to “routinize” the day as much as possible • Use ear plugs to increase attention and screen out distractions (Parente & Herman 1996)

48. Still having trouble?

49. More Strategies • Stop and Think • Identify the problem • Don’t jump to conclusions • Brainstorm and generate several ideas • Weigh the pros and cons • Consider the consequences • Choose the best solution • Evaluate your solution

50. Accommodations • Accommodations are specific techniques or modifications aimed to help students with brain injury in the classroom. • An IEP (Individual Education Plan) or 504 plan is required to receive accommodations. • Ask a teacher, school psychologist, or guidance counselor for help!