At School #7: off task behavior
Problem: The student engages in off-task and possibly distracting behavior.
(For example, the student moves around in his seat, taps his pencil, makes loud noises, walks around the classroom)
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I. GENERAL MEDICAL POSSIBILITIES
1.Medication Side Effect: Some students may engage in off-task and possibly distracting behavior as a side effect of medication.
2.Medication Interactions: Some students may engage in off-task and possibly distracting behavior in the classroom as a result of medication interactions.
3.Chronic Pain: Some students engage in off-task and possibly distracting behavior as a result of being in chronic pain.
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II. COGNITIVE/SELF-REGULATORY POSSIBILITIES
1.Difficulty Attending: Some students may engage in off-task and possibly distracting behavior in the classroom as a result of difficulty attending (See Tutorials on Attention; Cognition; Cognitive Intervention/Rehabilitation; Transfer/Generalization; Instructional Routines). .
2.Uncertainty Regarding what is Required: Some students may engage in off-task and possibly distracting behavior in the classroom as a result uncertainty regarding what is required of them (See Tutorials on Language Comprehension; Organization; Cognition; Cognitive Intervention/Rehabilitation; Transfer/Generalization; Instructional Routines).
3.General Difficulty with Self-Regulation: Some students may engage in off-task and possibly distracting behavior in the classroom as a result of general difficulty with self-regulation (See Tutorials on Self-Regulation; Self-Monitoring and Self-Evaluating; Organization; Impulsiveness/Disinhibition; Initiation; Problem Solving; Cognition; Cognitive Intervention/Rehabilitation; Transfer/Generalization; Instructional Routines) .
4. Difficulty with Novel vs. Routine Tasks: Some students may engage in off-task and possibly distracting behavior in the classroom as a result of difficulty with novel versus routine tasks (See Tutorial on Attention).
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III. BEHAVIORAL POSSIBILITIES
1.Oppositionality: Some students may engage in off-task and possibly distracting behavior in the classroom as a result of oppositional behavior. (See Tutorials on Behavior; Behavior and Behavior Problems after TBI; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management; Motivation; Discipline)
2.Manipulation: Some students may engage in off-task and possibly distracting behavior in the classroom as a form of manipulation (other than oppositional behavior). (See Tutorials on Teaching Positive Communication Alternatives to Negative Behavior; Behavior and Behavior Problems after TBI; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management; Motivation; Discipline)
3.Adult and/or Peer Attention: Some students may engage in off-task and possibly distracting behavior in the classroom as a way to seek adult and/or peer attention. (See Tutorials on Attention Seeking; Behavior and Behavior Problems after TBI; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management; Motivation; Discipline)
4.Avoid Specific Tasks: Some students may engage in off-task and possibly distracting behavior in the classroom as a way to avoid specific tasks. (See Tutorials on Noncompliance; Errorless Learning; Problem Solving; Behavior and Behavior Problems after TBI; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management; Motivation; Discipline)
5.Exercising Control: Some students may engage in off-task and possibly distracting behavior in the classroom as a way of exercising control. (See Tutorials on Positive Behavioral Supports; Behavior and Behavior Problems after TBI; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management; Motivation; Discipline)
6.Being Required to Participate in Non-Preferred Activities: Some students may engage in off-task and possibly distracting behavior in the classroom as result of being required to participate in non-preferred activities. (See Tutorials on Positive Behavioral Supports; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management)
7.Sensory Over-Stimulation or Under-Stimulation: Some students may engage in off-task and possibly distracting behavior in the classroom as result of sensory over-stimulation or sensory under-stimulation.
8.Form of Communication: Some students may engage in off-task and possibly distracting behavior in the classroom as a form of communication (whether intentional or unintentional). (See Tutorial on Teaching Positive Communication)
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IV. SOCIAL-EMOTIONAL POSSIBILITIES
1.Lack Positive Relationships: Some students may engage in off-task and possibly distracting behavior in the classroom because they lack positive relationships with peers and/or adults. (See Tutorials on Peer Relationships)
2.Anxiety: Some students may appear to be angry as a result of anxiety. (See Tutorial on Anxiety)
3.Learned Egocentrism: Some students may engage in off-task and possibly distracting behavior as a result of learned egocentrism. Students with extended hospital stays and long periods of time with adults who understand and accept their behavior may develop social interactive habits that fail to take into account the needs of others. (See Tutorial on Cognitive Egocentrism/Theory of Mind)
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