|
| A Resource for Teachers, Clinicians, Parents, and Students by the Brain Injury Association of New York State. |
|
|
Click on "MORE" after any of these possible explanations to view suggestions for exploring that possible explanation.
Medical #1: Medication side effect: Some students may appear to need directions repeated as a side effect of medication. Medical Possibility #2: Chronic pain. Some students may appear to need directions repeated as a result of being in chronic pain. Medical Possibility #3: : Fatigue, hunger, general nutrition: Some students may appear to need directions repeated as a result of fatigue (e.g., insufficient sleep) or hunger. Medical Possibility #4: : Hearing impairment: Some students may appear to need directions repeated as a result of hearing impairment. Medical Possibility #5: : Seizures: In rare cases, lack of compliance may be a result of seizures that may or may not be diagnosed. If seizures have been diagnosed, staff should ask the physician if difficulty persisting in activities is a likely or possible consequence of the seizures. If seizures have not been diagnosed, but are suspected, a seizure evaluation should be recommended. If seizures are diagnosed, the prescribed medication regimen should be followed along with environmental management of a possible lack of compliance. (See
Cognitive/Self-Regulatory Possibility #1: Initiation impairment: Some students may appear to need directions repeated as a result of initiation impairment. The student may not start the requested activity. Alternatively, staff or parents may start the student on the activity, but when it comes to initiating the next phase of the activity, the student’s initiation impairment may block further work. (See Cognitive/Self-Regulatory Possibility #2: Weak orientation to task: Some students may appear to need directions repeated as a result of disorientation or uncertainty regarding what is required of them. (See Cognitive/Self-Regulatory Possibility #3: 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 Cognitive/Self-Regulatory Possibility #4: General slowness in information processing: Some students may appear to need directions repeated as a result of general slowness in information processing. (See Cognitive/Self-Regulatory Possibility #5: Organizational impairment: Some students may appear to need directions repeated as a result of organizational impairment. (See Cognitive/Self-Regulatory Possibility #6: Attention deficit: Some students may appear to need directions repeated as a result of an attention deficit. (See Cognitive/Self-Regulatory Possibility #7: Inhibition impairment: Some students may appear to need directions repeated as a result of inhibition impairment (i.e., impulse-control problems). (See Behavioral Possibility #1: Oppositionality: Some students appear to need directions repeated as a result of oppositional behavior (See Behavioral Possibility #2: Attention seeking: Some students may appear to need directions repeated do as a means of obtaining adult and/or peer attention. (See Behavioral Possibility #3: Manipulativeness: Some students may appear to need directions repeated as a form of manipulation. (See Behavioral Possibility #4: Task avoidance: Some students may appear to need directions repeated as a way to avoid specific tasks. (See
Social-Emotional Possibility #1: Depression: Some students may appear to need directions repeated because they are upset, depressed, and/or lack positive relationships with peers and/or adults. (See Social-Emotional Possibility #2: Anxiety: Some students may appear to need directions repeated as a result of anxiety. (See Social-Emotional Possibility #3: Frustration: Some students may appear to need directions repeated as a result of feeling frustrated. (See
LEARNet Copyright 2006, by .Designed and Powered by Camelot Media Group.
|
Problem: The student appears to need directions repeated; he often does not do what he is supposed to do; he either does not begin or does not complete assignments; he may at times appear to be defiant.
Please review the list of possible explanations to the problem. Click on a possibility to learn about relevant observations and experiments to further determine the source of the problem.
There are 4 categories: 
MORE...
Tutorials on Seizures.)