|        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 appear to need directions repeated as a result of fatigue (e.g., insufficient sleep) or hunger.
Relevant observations: The student may appear sleepy or fatigued (e.g., frequent yawning). In the morning he may be difficult to arouse and may complain of insufficient sleep. He may fall asleep in class. There is a relationship between performance and eating/sleeping times. There are other reasons to suspect fatigue. (See Tutorial on Fatigue.)
Useful experiments for assessment and intervention:
Possible Referral: Physician who may prescribe sleep medication; counselor for home assessment and possible suggestions for parents
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