|        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.
Weak understanding of and perception of others’ responses to aggressive behavior: Some students may be aggressive as a result of uncertainty regarding what behaviors are socially acceptable and how others react to their behavior. They may not understand that peers become upset in response to their aggressive behavior and that such behavior reduces their chances for peer acceptance and friendship. They may “misread” peers’ responses to their behavior. (See Tutorials on Social Competence; Social Perception; Friendship and Peer Acceptance.)
Relevant observations: The student indicates that he wants to have friends and expresses regret after being aggressive in relation to peers. The student appears to have difficulty “reading” peers’ reactions to his behavior. He may also misread peers’ behavior as aggressive in relation to him.
Useful experiments for assessment and intervention:
Possible referrals: Social worker, counselor, school psychologist, or speech-language pathologist for social skills and social perception assessment and intervention; behavior specialist for behavior management strategies.
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