Advanced Study Skills/Strategies
TEACH M

  • a new intervention that helps those with severely impaired memory
  • facilitates learning and retention of a procedure

Task analysis: Know the instructional content. Break it into smaller steps and chain the steps together.

Errorless learning: Keep errors to a minimum while the student is first learning the information. Model steps before the student attempts a new step. IF a mistake does happen, model it the correct way and have the student try again.

Assess performance: get a baseline by assessing their skills before the task. Probe performance at the beginning of each session and/or before introducing a new step.

Cumulative review: regularly review previously learned skills.

High rates of correct practice trials: practice the skill several times...correctly!

Metacognitive strategy training: have student think about their own thinking and predict how they think they will do. This encourages active processing of the material.


For additional research follow the following link:
TEACH-M: A pilot study







Self Regulated Learning

  • learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and the motivation to learn
  • gives students the responsibility for their own learning

When asked to learn new material or begin studying for something, the following skills are important for students:

Begin by analyzing the task and interpret task requirements in terms of their current knowledge and beliefs.

Set task-specific goals, which they use as a basis for selecting, adapting, and possibly inventing strategies that will help them accomplish their objectives.

After implementing strategies, they monitor their progress toward goals, thereby generating internal feedback about the success of their efforts.

They adjust their strategies and efforts based on their perception of ongoing progress.

They use motivational strategies to keep themselves on task when they become discouraged or encounter difficulties.













PIE ~ Plan, Implement, Evaluate

  • a framework for systematic instruction
  • from the Sohlberg and Turkstra book Optimizing Cognitive Rehabilitation

Plan (Assessment and Design of your Instruction)
Who? What? Where? When? Why? and How?

Implement
Acquisition, Mastery, and Maintenance

Evaluate









PIE

Click below for additional information regarding the training framework and the phases of training.
How to pick a
Memory Management System?
Memory
When deciding on a memory system...
Consider what it is that you are trying to remember or do. For example, a schedule or routine, someone's name, how to do something...
Consider what what your strengths and weaknesses are... how is your memory? Your ability to pay attention? What do you need assistance with?
Do you want to use a device that's "low tech" like pen and paper or "high tech" such as a computer or smart phone?
How easy will it be for me to get or make this system? Can it be bought at a store? Will someone have to help me put it together? Is what I want available?
The system you choose... was it designed for someone with a brain injury or for the mainstream population?
Types of Human Memory: Diagram by Luke Mastin

Need help with Memory Management?
  • Page Minder
  • Smart Phones
  • I pad with numerous Apps
  • Day Planner
  • Wall or paper Calendar
  • Google Calendar
  • GPS
  • Data Link Watch
  • Pagers
  • Voice Recorders
  • Check Lists
  • Alarms
  • Timers
  • Pill Box Reminders