|        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.
Memory/retrieval impairment: Some students may appear to be inflexible and engage in ritualistic behavior as a result of difficulty with memory/retrieval (See Tutorials on Retrieval; Word Retrieval)
Relevant Observations: The student seems to do better when somebody else starts an answer, or when he is given choices (e.g., multiple choice test), or when he comes up with a response on his own rather than being asked a direct question. The student frequently struggles to find words or information in his head. There may be comments like, “Wait... I know it...It’s in there...” There may also be frequent use of empty words like “thing”, “stuff”, “whatchamacallit” and the like.
Useful experiments for assessment and intervention:
Possible referrals: School psychologist for memory assessment; instructional support specialist for instructional strategies
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