A Resource for Teachers, Clinicians, Parents, and Students by the Brain Injury Association of New York State.
 

At School #6: rarely sits still

Problem: The student rarely sits still; may leave his desk without permission; frequently fidgets; appears to have difficulty paying attention (focusing, maintaining attention, shifting attentional focus, dividing attention) in academic or other domains.


I. GENERAL MEDICAL POSSIBILITIES

II. COGNITIVE/SELF REGULATORY POSSIBILITIES

III. BEHAVIORAL POSSIBILITIES

IV. SOCIAL- EMOTIONAL POSSIBILITIES

  1. Depression
  2. Anxiety
  3. Frustration


I. GENERAL MEDICAL POSSIBILITIES 

1.Medication Side Effect:Some students may have difficulty sitting still as a side effect of medication. 

2.Medication Interactions:Some students may have difficulty sitting still as a result of medication interactions.  

3.Chronic Pain: Some students may have difficulty sitting still as a result of being in chronic pain.

4. Fatigue: Some students have difficulty sitting still as a result of fatigue (e.g., insufficient sleep).

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II. COGNITIVE/SELF-REGULATORY POSSIBILITIES

1.Specific Attention Deficit/Hyperactivity Disorder: Some students may have a specific and isolated problem with regulation of attention and activity levels. (See Tutorial on Attention)

2.Generally Impaired Self-Regulation: Some students may have difficulty remaining still as a result of general difficulty with other aspects of self-regulation. (See Tutorials on Self-Regulation; Self-Monitoring and Self- Evaluating; Organization; Impulsiveness/Disinhibition; Problem Solving)

3.Inhibition Impairment: Some students may have difficulty sitting still as a result of inhibition impairment (i.e., impulse-control problems). (See Tutorials on Self-Regulation; Impulsiveness/Disinhibition)

4.Weak Orientation to Task: Some students may have difficulty sitting still as a result of uncertainty regarding what is required of them. (See Tutorials on Language Comprehension; Organization)

5.Organizational Impairment: Some students may have difficulty sitting still as a result of organizational impairment. (See Tutorial on Organization)

6.Generally Weak Cognitive Functioning: Some students have difficulty attending 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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III. BEHAVIORAL POSSIBILITIES

1.Oppositionality: Some students may appear to have difficulty sitting still 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 sitting still 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 sitting still 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 appear to have difficulty sitting still as a way to avoid specific tasks. (See Tutorials on Noncompliance; Errorless Learning; Problem Solving; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management)

5.Control: Some students may appear to have difficulty sitting still as a way of exercising control. (See Tutorials on Positive Behavioral Supports; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management)

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IV. SOCIAL-EMOTIONAL POSSIBILITIES

1.Depression: Some students may have difficulty sitting still 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 have difficulty sitting still as a result of anxiety. (See Tutorial on Anxiety)

3.Frustration: Some students may have difficulty sitting still 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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