Académique Documents
Professionnel Documents
Culture Documents
Combine reading or listening with written task to simulate the college classroom
environment
Incorporate a pre-recorded lecture, so the student can be evaluated on listening to a
lecture, reading the slides, and transcribing notes (Can use a computer to type notes or
use hand written notes)
In second half of day student will take a short quiz on material to determine recall
capabilities
Implement an at-home make-up work schedule to have student prepared to return to
class
Administer the PTI Oral Directions Test for quantitative comparison with performance
Use Symptoms Checklist to monitor, grade task and see progress
Begin incorporating Academic Adjustments from Physician
Determine concussion advocate at the college campus
Reflection Questions
Phase 4
Return to School for Half Days- determined by 30 minutes of mental activities w/o
symptoms (Waeckerle, 2013)
Incorporate multi-tasking activities, organizational strategies, and academic
adjustments into therapy session
Student creates a writing example answering a proposed question to assess abstract
writing skills while paying attention to the question
Use Symptom Log and Checklist to identify subject matter that increase concussion
symptoms
Identify academic difficulties through communication with student, family, teacher and
concussion advocate
Reflection Questions
Phase 5
Return to Full-Time School and Academic Demands
Maintenance and Long-term Modifications based therapy
Gather academic performance information from student, family, teacher and
concussion advocate to support further treatment sessions for the student
Educate student on effective study habits
Determine and collaborate with other professionals if the academic accommodations
are long-term. If so, create a plan to ensure the student is supported throughout the
college semesters