|        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.
Inadequate encoding (writing) fluency (writing mechanics): Some students have difficulty with written composition because the physical act of writing is hard and laborious, their spelling is very weak, and/or written grammar is weak. These difficulties may be independent of compositional abilities or may contribute to additional compositional weakness. (See Tutorial on Written Composition)
Relevant Observations: The student may write slowly and awkwardly; she may make frequent spelling errors; she may struggle with correct grammar; she may frequently stop to rewrite.
Useful experiments for assessment and intervention:
Possible referrals: School psychologist or reading specialist for reading assessment; instructional support specialist for instructional strategies
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