|        A Resource for Teachers, Clinicians, Parents, and Students by the Brain Injury Association of New York State.|
Step 1: Organize observations relevant to the problematic behavior/issue
In many cases, there are several contributors to the student’s identified problem. These contributors may interact with each other, therefore, it may be necessary to combine tests from different categories of possibilities. The existence of several interacting contributors may become obvious as you proceed through individual intervention experiments.
Severely impaired impulse control: Some students may be aggressive as a result of serious impulse control problems. They may understand intellectually that aggressive behavior is unacceptable and jeopardizes peer acceptance and friendship, but nevertheless they act on impulse which leads to occasional aggression. (See Tutorial on Impulsiveness/Disinhibition.)
Relevant observations: The student indicates that he wants to have friends and expresses regret after being aggressive in relation to peers. The student acts impulsively in many contexts, not just social interaction.
Useful experiments for assessment and intervention:
Possible referrals: Social worker, counselor, school psychologist, or speech-language pathologist for social skills and social perception assessment and intervention; behavior specialist for antecedent-focused behavior management strategies and self-regulation routines (See Tutorials on Positive Behavior Supports; Behavior Management: Prevention Strategies; Self-Regulation/Executive Function Routines; Impulsiveness/Disinhibition.)
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