|        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.
Superior Involuntary (Incidental) Learning: Some students have difficulty with memory/retrieval because they are confused by the instruction to try to learn or remember. They learn more effectively when simply oriented to a concrete task with the to-be-learned information presented within the context of the task but not as a learning task.
Relevant Observations: The student may remember information that was processed when the student was engaged in an interesting activity (e.g., playing a game), but routinely fail to remember when told to remember at the time the information is presented.
Useful experiments for assessment and intervention:
Possible referrals: School psychologist for memory assessment; instructional support specialist for instructional strategies
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