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| A Resource for Teachers, Clinicians, Parents, and Students by the Brain Injury Association of New York State. |
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Click on "MORE" after any of these possible explanations to view suggestions for exploring that possible explanation.
Medical Possibility #1:Medication side effect: Some students may respond and work slowly as a side effect of medication. Medical Possibility #2: Chronic pain. Some students respond and work slowly as a result of being in chronic pain. Medical Possibility #3: Fatigue, hunger, general nutrition: Some students respond and work slowly as a result of fatigue (e.g., insufficient sleep) or hunger. Medical Possibility #4: 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
Cognitive/Self-Regulatory Possibility #1: Isolated rate-of-processing impairment: Some students may respond and work slowly as a direct result of widespread diffuse neuronal damage or possibly frontal lobe injury. (See Cognitive/Self-Regulatory Possibility #2: Weak orientation to task: Some students may respond and word slowly 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 respond and work slowly 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: Organizational impairment: Some students may appear to respond and work slowly as a result of organizational impairment. (See Cognitive/Self-Regulatory Possibility #5: Initiation impairment: Some students may respond and work slowly as a result of initiation impairment (frontal lobe injury). (See Cognitive/Self-Regulatory Possibility #6: Specific retrieval problems: Some students may respond and work slowly as a result of specific retrieval problems. (See Behavioral Possibility #1: Oppositionality: Some students may respond and work slowlyas a result of oppositional behavior (See Behavioral Possibility #2: Attention seeking: Some students may respond and work slowly as a means of obtaining adult and/or peer attention. (See Behavioral Possibility #3: Manipulativeness: Some students may respond and work slowly as a form of manipulation. (See Behavioral Possibility #4: Task avoidance: Some students may respond and work slowly as a way to avoid specific tasks. (See Behavioral Possibility #5: Control: Some students may respond and work slowly as a way of exercising control. (See
Social-Emotional Possibility #1: Depression: Some students may appear to respond and work slowly 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 respond and work slowly as a result of anxiety. (See Social-Emotional Possibility #3: Frustration: Some students may appear to respond and work slowly as a result of feeling frustrated. (See
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Problem: The student responds slowly, perhaps after a considerable delay; the student also works slowly.
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: 
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