A Resource for Teachers, Clinicians, Parents, and Students by the Brain Injury Association of New York State.
 

At School #22: works slowly

Problem: The student responds slowly, perhaps after a considerable delay; the student also works slowly.


I. GENERAL MEDICAL POSSIBILITIES

II. COGNITIVE/SELF REGULATORY POSSIBILITIES

III. BEHAVIORAL POSSIBILITIES

IV. SOCIAL- EMOTIONAL POSSIBILITIES


I. GENERAL MEDICAL POSSIBILITIES 

1.Medication Side Effect: Some students may respond and work slowly as a side effect of medication.

2.Chronic Pain: Some students respond and work slowly as a result of being in chronic pain.

3.Fatigue/Hunger/General Nutrition: Some students respond and work slowly as a result of fatigue (e.g., insufficient sleep) or hunger.

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 Tutorial on Seizures)

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II. COGNITIVE/SELF-REGULATORY POSSIBILITIES

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 Tutorial on Slow Information Processing)

2.Weak Orientation To Task: Some students may respond and work slowly as a result of disorientation or uncertainty regarding what is required of them. (See Tutorials on Language Comprehension; Organization)

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 Tutorials on Cognition; Memory; Organization)

4.Organizational Impairment: Some students may appear to respond and work slowly as a result of organizational impairment. (See Tutorial on Organization)

5.Initiation Impairment: Some students may respond and work slowly as a result of initiation impairment (frontal lobe injury). (See Tutorial on Initiation)

6.Specific Retrieval Problems: Some students may respond and work slowly as a result of specific retrieval problems. (See Tutorials on Retrieval; Word Retrieval)

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III. BEHAVIORAL POSSIBILITIES

1.Oppositionality: Some students may respond and work slowly as a result of oppositional behavior. (See Tutorials on Behavior and Behavior Problems after TBI; Behavior Management: Prevention Strategies)

2.Attention Seeking: Some students may respond and work slowly as a means of obtaining adult and/or peer attention. (See Tutorials on Attention; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management)

3.Manipulativeness: Some students may respond and work slowly as a form of manipulation. (See Tutorials on Teaching Positive Communication Alternatives to Negative Behavior; Behavior Management: Prevention Strategies)

4.Task Avoidance: Some students may respond and work slowly as a way to avoid specific tasks. (See Tutorials on Noncompliance; Errorless Learning; Problem Solving; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management)

5.Control: Some students may respond and work slowly as a way of exercising control. (See Tutorials on Positive Behavioral Supports; Behavior Management: Prevention Strategies; Behavior Management: Contingency Management)

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IV. SOCIAL-EMOTIONAL POSSIBILITIES

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 Tutorials on Depression; Peer Relationships)

2.Anxiety: Some students may appear to respond and work slowly as a result of anxiety. (See Tutorial on Anxiety)

3.Frustration: Some students may appear to respond and work slowly as a result of feeling frustrated. (See Tutorials on Self Regulation/Executive Function Routines after TBI; Teaching Positive Communication Alternatives to Negative Behavior)

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