|        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.
Self-regulation impairment: Some students may be aggressive as a result of general difficulty with self-regulation (e.g., impulse-control problems). (See Tutorials on Self-Regulation, Self Monitoring and Self Evaluating, Organization, Problem Solving, Impulsiveness/Disinhibition, Initiation, Problem Solving.)
Relevant Observations: The student may have a weak understanding of her own ability and needs. It may be difficult for the student to organize her behavior, her thinking, and her talking. She may have difficulty inhibiting her impulses or initiating responses. She may have general difficulty with problem solving.
Useful experiments for assessment and intervention:
Possible referrals: School psychologist for self-regulation assessment; instructional support specialist for instructional strategies; behavior specialist for behavior management strategies
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