|        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 encoding problems: Some students have difficulty with memory because they have specific difficulty encoding the information (i.e., placing it into memory storage). (See Tutorial on Memory.)
Relevant observations: The student may appear to understand information when it is presented, but nevertheless fail to retrieve the information using free retrieval, cued retrieval, or recognition memory tasks. That is, cues do not help and multiple choice or true/false questions do not help. The student may report that she has no memory when asked about specific information.
Useful experiments for assessment and intervention:
Possible referrals: School psychologist for memory assessment; instructional support specialist for instructional strategies
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