The Implementation of a Personalized Dynamic Approach for the Management of Prolonged Concussion Symptoms

Purpose This clinical focus article reviews the existing treatment literature on the management of prolonged concussion symptoms (PCS) for specifying treatment components that hold the most promise for effectively targeting functional goals that are disrupted due to cognitive impairments. Current evidence suggests the treatment ingredients of psychoeducation and cognitive strategy instruction can be effective for addressing changes in functioning due to perceived cognitive deficits in attention, working memory, and executive functioning. Based on the literature, we propose a personalized, dynamic approach to managing PCS that is tailored to the symptom profile of the individual client and consists of three phases, treatment setup, implementation of treatment, and discharge plan, in which the implementation phase consists of psychoeducation and strategy training. The unique aspect of this approach is the use of individualized status tracking measures on goal progress as well as strategy use and perceived strategy helpfulness to empirically guide treatment. Client performance directs clinical decisions, and the clinician adapts treatment components in order to facilitate functional change. Conclusion We provide a case example of an adolescent client treated in our university clinic to demonstrate the implementation of the proposed personalized and dynamic approach to PCS management.

The implementation of Cognitive Strategy Instruction in Writing (CSIW) strategy in teaching writing for the eight grade students at Mts Al-Karomah Winong Ngawi

Teaching and learning English in junior high school has the goal of focusing the students' ability to use English in every skill. One of the skills in this level is writing. Writing as one of four skills in language is a difficult one, especially for Junior High school. The purposes of the research are to describe the implementation of CSIW strategy, the advantages and the disadvantages in using CSIW strategy, and the students' response to implementation of CSIW strategy in teaching writing. The researcher offers CSIW strategy to solve those problems by improving the students' writing skills. The implementation of CSIW strategy in teaching writing for the eighth grade students at Mts Al-Karomah in the school year of 2015/2016 has three steps, they are pre-activity, whilst-activity, and post-activity. The results of implementing these three activities in class are the students become more directive in writing recount text, they show, the reason, how to write in their story well and the topic clearly. The students are also more active and concentrate on the learning process. Based on the result, it suggested that the teacher should use a strategy when they learn English especially in teaching writing. The students should make the draft/organization of written text before exploring it into their writing. It can help them to do exercise.

Mathematical Word Problem Solving in Students Elementary School: Is Schema-Based Instruction (SBI) or Cognitive Strategy Instruction (CSI) Used?

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Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students With Learning Disabilities

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem–solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction in drawing bar diagrams to represent problem components. Results suggest the intervention package was effective for improving the fraction word problem solving of students with learning disabilities and that effects were maintained 2 and 4 weeks after intervention. Implications of these findings and indications for future research are discussed.