|        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.
Fatigue, hunger, general nutrition: Some students may think and act impulsively as a result of fatigue, hunger, or poor nutrition.
Relevant observations: The targeted behavior seems to be associated with the student’s apparent level of fatigue or hunger. There is a relationship between performance and eating/sleeping times. The student is not adequately fed at home; the student does not sleep adequately at night. There are other reasons to suspect fatigue. (See Tutorial on Fatigue.)
Useful experiments for assessment and intervention:
Possible referrals: A physician (to explore possible neurological basis of sleep or eating problems); school psychologist or social worker for assessment of eating and sleeping patterns at home
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