A Resource for Teachers, Clinicians, Parents, and Students by the Brain Injury Association of New York State.
Problem: The student appears to be forgetful, forgetting homework, forgetting newly learned information, and the like.
Cognitive/Self-Regulatory Possibility:
Weak task orientation

Step 1: Organize observations relevant to the problematic behavior/issue

  • Who is reporting the problem?
  • When does it occur? (Include time of day, activities etc).
  • Where does it occur?
  • What tends to precede the problematic behavior/issue?
  • What tends to follow the problematic behavior/issue?
  • What is the age and functioning level of the student?
  • Previous documentation/charts?

Step 2: Identify possible contributors 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.

Weak task orientation: Some students may have difficulty with memory/retrieval as a result of uncertainty regarding what is required of them. (See Tutorials on Language Comprehension; Organization.)

Relevant observations: The student may look to other students for guidance. He may frequently fail to follow directions. He may appear lost and confused.

Useful experiments for assessment and intervention:

  1. Observe and record the frequency and/or intensity of the problem behavior when a new teaching strategy or support is being implemented versus when it is not being implemented.
  2. Possible task-orientation teaching strategies or supports (See Tutorials on Language Comprehension; Instructional Routines): Create an environment that allows for instructional support. This may include (a) simplifying and repeating the directions or giving the student directions in both written and verbal form; (b) making certain that the student knows that the information is to be remembered; ( c) making certain that the student repeats the information when it is first given. In ways such as this, ensure that the student has every opportunity to be oriented to the task and succeed.
  3. If the frequency and/or intensity of the targeted behavior decreases during intervention, it may be that the problem behavior is in part a result of confusion, disorganization, weak language comprehension, or lack of task orientation. (See Tutorials on Instructional Routines, Language Comprehension.)

Possible referrals: Instructional support specialist for instructional strategies; speech-language pathologist for language assessment

A program of the Brain Injury Association of New York State, and funded by the Developmental Disabilities Planning Council.

Copyright 2006, by
The Brain Injury Association of New York State
10 Colvin Avenue, Albany, NY 12206 - Phone: (518) 459-7911 - Fax: (518) 482-5285

.Designed and Powered by Camelot Media Group.