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Cognitive Curriculum for Students with Traumatic Brain Injury: Memory and the Capacity to Learn New Information -- SHNIC Educators Information
Goal: Orientation to Person -- Become oriented to person (i.e., regain access to stored information regarding identity and sense of self)
- Child will correctly state full name with _____ cues _____% of time.
- Child will correctly state age-appropriate autobiographical facts, such as age, birthday and grade in school, with _____ cues _____% of time.
Goal: Orientation to place - spatial context and Become oriented to place
- Child will correctly state current locations with _____ cues _____% of time.
Goal: Orientation to time -- temporal context.
- Child will correctly state time (including hour, day, date, month, season and year, as age-appropriate) with _____ cues _____% of time.
Goal: Increase duration of STM trace by rehearsal
- The student will describe and demonstrate the use of rehearsal upon request.
- The student will spontaneously use rehearsal in a classroom or therapy activity.
Goal: Become a “strategic learner” by applying organizing strategies
- The student will increase functional capacity of STM by use of "chunking" of related items.
- The student will demonstrate use of graphic organizers supplied by instructor.
- The student will describe the technique of visual imagery as a memory-enhancing strategy.
- The student will describe and demonstrate use of organizing strategies such as PQRST for remembering extended passages.
- The student will relate newly-presented information to previously-learned information as a memory device.
Goal: Become aware of own memory performance and problems
- The student will predict own memory performance prior to task and will evaluate accuracy of prediction following completion.
Goal: Fill in "gaps" in LTM identified by evaluation
- Child will review previously-learned academic information and will demonstrate mastery at or near pre-injury levels.
Goal: Use external memory devices
- The student will be trained in and will spontaneously make use of external prompts for retrieval from LTM, such as a memory book with daily schedule and critical information, lists, calculator, tape recorder, graphic organizers, etc.
Goal: Use self-generated memory devices
- The student will use self-cueing devices such as context, phonemic, visual, etc.
- The student will request cues from others when attempting to retrieve information from LTM.