At Home #18: attention seeker
Problem: The student speaks out of turn, shows off or engages in other apparent attention seeking behavior.
- Please review the list of possible explanations to the problem.
- Click on a possibility to learn about relevant observations and experiments to further determine the source of the problem.
- There are 3 categories: Cognitive/Self-Regulatory, Behavioral, Social-Emotional
I. COGNITIVE/SELF-REGULATORY POSSIBILITIES
1.Inhibition Impairment: Some students may engage in apparent attention-seeking behavior as a result of inhibition impairment (i.e., impulse-control problems). (See Tutorials on Self-Regulation; Impulsiveness/Disinhibition)
2.Inflexibility: Some students may engage in apparent attention-seeking behavior as a result of difficulty with change; they may be rigid and inflexible; they may have particular difficulty with novel versus routine tasks. (See Tutorial on Flexibility)
3.Generally Weak Cognitive Functioning: Some students may engage in apparent attention-seeking behavior as a result of excessive demands placed on their memory, organizational ability, academic skill, or other cognitive ability. (See Tutorials on Cognition; Memory; Organization)
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II. BEHAVIORAL POSSIBILITIES
1.Functional Behavior Assessment: Negative behaviors can serve a variety of possible purposes, including (1) to escape something (e.g., escape a person, place, activity, demand, sensory environment), (2) to gain access to or acquire something (e.g., gain access to a person, place, activity, thing, attention), (3) to gain control or power, (4) to gain peer attention, approval, or admiration, (5) other. Each of these possibilities can be explored experimentally in a way that is similar to the other experimental explorations outlined on this web site. In the case of negative behaviors, this exploration is called functional behavior assessment.
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III. SOCIAL-EMOTIONAL POSSIBILITIES
1.Depression: Some students may engage in apparent attention-seeking behavior because they are upset, depressed, and/or lack positive relationships with peers and/or adults. (See Tutorials on Depression; Peer Relationships) Young children often manifest depression by acting out.
2.Anxiety: Some students may engage in apparent attention-seeking behavior as a result of anxiety. (See Tutorial on Anxiety)
3.Frustration: Some students may engage in apparent attention-seeking behavior as a result of feeling frustrated. (See Tutorials on Self Regulation/Executive Function Routines after TBI; Teaching Positive Communication Alternatives to Negative Behavior)
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