At School #11: disorganized during transitions
Problem: The student appears to have difficulty transitioning from place to place or activity to activity; changes in routine cause problems; the student appears to be inflexible. (See Tutorial on Flexibility)
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I. GENERAL MEDICAL POSSIBILITIES
1.Medication Side Effect:Some students may have difficulty with transitions as a side effect of medication.
2. Fatigue:Some students have difficulty with transitions as a result of fatigue (e.g., insufficient sleep).
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II. COGNITIVE/SELF-REGULATORY POSSIBILITIES
1.Specific Flexibility Impairment: Some students may be inflexible and have difficulty with transitions as an isolated deficit, a direct result of frontal lobe injury. (See Tutorial on Flexibility)
2.Organizational Impairment: Some students may have difficulty with transitions as a result of a specific organizational impairment. (See Tutorial on Organization)
3.General Self-Regulation Impairment: Some students may be inflexible and have difficulty with transitions as a result of general difficulty with self-regulation (e.g., rigidity, impulse-control problems, disorganization). (See Tutorials on Self-Regulation; Self-Monitoring and Self- Evaluating; Organization; Impulsiveness/Disinhibition; Initiation; Problem Solving)
4.Attention Deficit: Some students may be inflexible and have difficulty with transitions as a result of problems with components of attention. (See Tutorial on Attention)
5.Inhibition Impairment: Some students may be inflexible and have difficulty with transitions as a result of inhibition impairment (i.e., impulse-control problems). (See Tutorials on Self-Regulation; Impulsiveness/Disinhibition)
6.Weak Orientation To Task: Some students may be inflexible and have difficulty with transitions as a result of uncertainty regarding what is required of them. (See Tutorials on Language Comprehension; Organization)
7.Generally Weak Cognitive Functioning: Some students may be inflexible and have difficulty with transitions as a result of excessive demands placed on their memory, organizational ability, academic skill, or other cognitive ability. (See Tutorials on Cognition; Memory; Organization)
8. General Slowness in Information Processing: Some students may be inflexible and have difficulty with transitions as a result of general slowness in information processing. (See Tutorial on Slow Information Processing)
9. Memory/Retrieval Impairment: Some students may be inflexible and have difficulty with transitions as a result of difficulty with memory/retrieval (See Tutorials on Retrieval; Word Retrieval)
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III. BEHAVIORAL POSSIBILITIES
1.Oppositionality: Some students may appear to have difficulty organizing as a result of oppositional behavior. (See Tutorials on Behavior and Behavior Problems after TBI; Behavior Management: Prevention Strategies)
2.Manipulativeness: Some students may appear to have difficulty organizing as a form of manipulation (other than oppositional behavior). (See Tutorials on Teaching Positive Communication Alternatives to Negative Behavior; Behavior Management: Prevention Strategies)
3.Attention Seeking: Some students may appear to have difficulty organizing as a way to seek adult and/or peer attention. (See Tutorials on Attention; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management)
4.Task Avoidance: Some students may be inflexible and have difficulty with transitions as a way to avoid specific tasks. (See Tutorials on Noncompliance; Errorless Learning; Problem Solving; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management)
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IV. SOCIAL-EMOTIONAL POSSIBILITIES
1.Depression: Some students may be inflexible and have difficulty with transitions because they are upset, depressed, and/or lack positive relationships with peers and/or adults. (See Tutorials on Depression; Peer Relationships)
2.Anxiety: Some students may be inflexible and have difficulty with transitions as a result of anxiety. (See Tutorial on Anxiety)
3.Frustration: Some students may be inflexible and have difficulty with transitions 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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