Attention: is the student . . . .

Able to concentrate for brief periods?

Able to concentrate for long periods?

Able to hold onto and manipulate information?

Able to concentrate on more than one task at a time?

Accurate when carrying out complex tasks

Information Processing: Is the student . . . .

Accurate but slow in tasks?

Accurate in tasks, when time limits are ignored?

Penalized on timed tasks due to slowness?

Slow to respond verbally to questions or directions?

Memory:

Can the student retain new information from one day to the next?

Does providing context improve learning?

Does repetition increase learning?

Does the student attempt to "chunk" similar information to aid recall?

Executive Functioning: Can the student . . . .

Think independently?

Prioritize the steps in completing tasks?

Follow through to complete a task logically?

Use problem solving strategies?

Organize a task if given structure?

Shift from one task to another

The above was created and adapted from the following reference: Hibbard, M., Gordon, W., Martin, T., Raskin, B., Brown, M. (2001). Students With Traumatic Brain Injury: Identification, Assessment and Classroom Accomodations. Research and Training Center on Community Integration of Individuals with Traumatic Brain Injury, Department of Rehabiliation Medicine, Mount Sinai School of Medicine, New York City, NY.

Click to download publication from Research and Training Center website.