|        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.
Depression: Some students may cry frequently because they are upset, depressed, and/or lack positive relationships with peers and/or adults. (See Tutorials on Depression; Peer Relationships.) Young children often manifest depression by acting out.
Relevant observations: The student frequently appears to be sad, does not appear to have friends, may sit by herself, and may not be involved in group social activities. She may exhibit difficulty interacting with peers. The student may often be seen working or playing independently while others are in groups. The student may rarely seem satisfied with the quality of her work or performance. She may appear moody or excessively tired. Young students may act out in ways that are difficult to explain. The student’s home environment may be triggering negative behavior in the classroom
Useful experiments for assessment and intervention:
Possible referrals: School psychologist or counselor for psychological and social assessment
Copyright 2006, by
.Designed and Powered by Camelot Media Group.