|        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.
Inhibition impairment: Some students may have reading comprehension problems as a result of inhibition impairment (i.e., impulse-control problems). (See Tutorials on Self-Regulation, Impulsiveness/Disinhibition.)
Relevant Observations: The student may have difficulty inhibiting her impulses. She frequently acts without thinking first. She has difficulty resisting environmental temptations. She may later regret angry words or actions. It may be difficult for her to organize her behavior, her thinking, and her talking. She may be unable to resist impulses to focus on other activities when she should be reading. She may have general difficulty with problem solving.
Useful experiments for assessment and intervention:
Possible referrals: School psychologist for self-regulation assessment; instructional support specialist for instructional strategies; behavior specialist for behavior management strategies
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