|        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.
Seizures: In rare cases, responding and working slowly may be a result of seizures that may or may not be diagnosed. If seizures have been diagnosed, staff should ask the physician if slowness in responding and working is a likely or possible consequence of the seizures or seizure medications. 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 the initiation impairment. (See Tutorial on Seizures)
Possible referrals: A physician (e.g., neurologist) who can evaluate the student for possible seizures.
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