At School #9: rarely generates ideas
Problem: The student rarely generates ideas- or new ideas - in academic or other domains; the student appears to lack creativity.
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I. GENERAL MEDICAL POSSIBILITIES
1.Medication Side Effect:Some students may have weak generation of ideas as a side effect of medication.
2. Seizures: In rare cases, impaired idea generation may be a result of subclinical seizures that may or may not be diagnosed. If seizures have not been diagnosed, but are suspected, a seizure evaluation should be recommended. When students with TBI evidence cognitive problems that are unpredictable and incompatible with the student's normal behavior
Consultation with a physician or neuropsychologist may help staff understand the source of the problem. If seizures are diagnosed, the prescribed medication regimen should be followed along with the environmental management.
3. Fatigue: Some students have idea generation problems as a result of fatigue (e.g., insufficient sleep).
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II. COGNITIVE/SELF-REGULATORY POSSIBILITIES
1.Attention Deficit: Some students may have difficulty generating ideas as a result of attentional problems. (See Tutorial on Attention)
2.Initiation Impairment: Some students may have difficulty generating ideas as a result of initiation impairment (frontal lobe injury). (See Tutorial on Initiation)
3.General Self-Regulation Impairment: Some students may have difficulty generating ideas 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)
4.Weak Task Orientation: Some students may have difficulty generating ideas as a result of uncertainty regarding what is required of them. (See Tutorials on Language Comprehension; Organization)
5.Memory/Retrieval Impairment: Some students may have difficulty generating new ideas as a result of difficulty with memory or retrieval. (See Tutorials on Retrieval; Word Retrieval)
6.Organizational Impairment: Some students may have difficulty generating new ideas as a result of organizational impairment. (See Tutorial on Organization)
7.Generally Weak Cognitive Functioning: Some students may have difficulty generating new ideas 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.Inflexibility: Some students may have difficulty generating new ideas as a result of difficulty with change; they may be rigid and inflexible; they may have particular difficulty with novel vs. routine tasks. (See Tutorial on Flexibility)
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III. BEHAVIORAL POSSIBILITIES
1.Oppositionality: Some students may appear to have difficulty generating ideas 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 generating ideas 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 generating ideas 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 generating ideas 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 have difficulty generating ideas 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 appear to be angry as a result of anxiety. (See Tutorial on Anxiety)
3.Frustration: Some students may appear to be angry 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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