|        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.
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.)
Relevant observations: The student does not maintain focus for expected periods of time or on one activity at a time. The student frequently ‘fidgets’ and may have difficulty completing tasks or comprehending tasks. The student has difficulty doing two things at once (e.g., listening to the teacher and taking notes). The student has difficulty shifting from one focus of attention to another. This behavior may interfere with the student’s ability to learn and retain information and generate ideas. The student does not appear to have other problems that could explain the difficulty attending and remaining still. Medical records may indicate a neurological basis for this difficulty.
Useful experiments for assessment and intervention:
Possible referrals: Physician to explore possible neurological basis and possible medication intervention; school psychologist for assessment of attentional functioning
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