|        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.
Organizational impairment: Some students may think and act impulsively as a result of organizational impairment. (See Tutorial on Organization.)
Relevant Observations: The student’s apparently impulsive thinking and acting may be related to weak organizational abilities. The student may make unusual associations that have the appearance of impulsive responses. For example, the student may jump from topic to topic in unusual ways in conversation. The student may have more general organizational difficulties. If a task is not routine and/or has many components to be organized, the student may have difficulty. The student may appear confused and disorganized. The student’s materials may be poorly organized. (See Tutorial on Organization.)
Useful experiments for assessment and intervention:
Possible referrals: School psychologist for assessment; instructional support specialist for instructional strategies
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