|        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.
Control: Some students may respond and work slowly as a way of exercising control. (See Tutorials on Positive Behavior Supports; Behavior Management: Contingency Management; Behavior Management: Prevention Strategies.)
Relevant observations: The student tends to respond and work slowly when someone other than the student determines the situation. He may feel that he does not have any choices or that he is being “forced” to do something he does not want to do.
Useful experiments for assessment and intervention:
Possible referrals: School psychologist or behavior specialist for behavioral assessment and behavior management strategies
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