|        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.
Generally weak cognitive and academic functioning: Some students may appear to need directions repeated as a result of excessive demands placed on their memory, organizational ability, academic skill, or other cognitive ability. They may experience frequent failure in school. (See Tutorials on Cognition, Memory, Organization.)
Relevant Observations: The student’s ability to remain confident may be related to the cognitive and academic demands of the task. The student may become sad when cognitive and academic demands rise. Failure to follow through on tasks may rise when special academic demands are present. (See Tutorials on Cognition, Memory, Organization, Instructional Routines.)
Useful experiments for assessment and intervention:
Possible referrals: School psychologist for assessment; instructional support specialist for instructional strategies; behavior specialist for behavior management strategies
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