|        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.
Frustration: Some students may be inconsistent in their behavior and performance as a result of feeling frustrated. (See Tutorial on Self Regulation/Executive Function Routines after TBI, Teaching Positive Communication Alternatives to Negative Behavior)
Relevant observations: The student may complain about the difficulty level of tasks. She may express lack of satisfaction with the quality of her work. The student may act out while attempting to complete a difficult task. She may act out before a specific class period or before a task that she feels is difficult or confusing.
Useful experiments for assessment and intervention:
Possible referrals: Instructional support specialist for instructional strategies; counselor for counseling
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