|        A Resource for Teachers, Clinicians, Parents, and Students by the Brain Injury Association of New York State.|
Step 1: Organize observations relevant to the problematic behavior/issue
In many cases, there are several contributors to the student’s identified problem. These contributors may interact with each other, therefore, it may be necessary to combine tests from different categories of possibilities. The existence of several interacting contributors may become obvious as you proceed through individual intervention experiments.
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.)
Relevant Observations: The student’s ability to sustain consistent behavior may be related to the novelty of the task or to change in some aspect of the task (e.g., materials, people, place, instructions). Many students with disability benefit from well understood, consistent routines. They may act out or engage in apparently attention-seeking behavior when tasks change or routines are violated. Others benefit from novelty in the task and give themselves novelty if there is insufficient novelty in the environment. Observation of the student under novel versus routine conditions is the first step in sorting this out. (See Tutorials on Flexibility; Self-Regulation/Executive Function Routines, Impulsiveness/Disinhibition, Instructional Routines.)
Useful experiments for assessment and intervention:
Possible referrals: School psychologist for assessment; instructional support specialist for instructional strategies; behavior specialist for behavior management strategies
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