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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 be forgetful as a side effect of medication. Medical Possibility #2: Fatigue: Some students have memory/retrieval problems as a result of fatigue (e.g., insufficient sleep). Medical Possibility #3: Seizures: In rare cases, impaired memory may be a result of subclinical seizures that may or may not be diagnosed. If seizures have not been diagnosed, but are suspected, a seizure evaluation should be recommended. When students with TBI evidence cognitive problems that are unpredictable and incompatible with the student’s normal behavior, consultation with a physician or neuropsychologist may help staff understand the source of the problem. If seizures are diagnosed, the prescribed medication regimen should be followed along with environmental management.
Cognitive/Self-Regulatory Possibility #1: Attention deficit: Some students may have weak memory/retrieval as a result of difficulty attending. (See Cognitive/Self-Regulatory Possibility #2: Initiation impairment: Some students may have difficulty with memory (encoding or retrieving information) as a result of initiation impairment (frontal lobe injury). (See Cognitive/Self-Regulatory Possibility #3: Self-regulation/strategy impairment: Some students may have difficulty with memory/retrieval as a result of a self-regulation/strategy impairment. (See Cognitive/Self-Regulatory Possibility #4: Superior Involuntary (Incidental) Learning: Some students have difficulty with memory/retrieval because they are confused by the instruction to try to learn or remember. They learn more effectively when simply oriented to a concrete task with the to-be-learned information presented within the context of the task – but not as a learning task. (See Cognitive/Self-Regulatory Possibility #5: Specific retrieval problems: Some students have difficulty with memory as a result of specific retrieval problems. (See Cognitive/Self-Regulatory Possibility #6: Specific encoding problems: Some students have difficulty with memory because they have specific difficulty encoding the information (i.e., placing it into memory storage). (See Cognitive/Self-Regulatory Possibility #7: Organizational impairment: Some students may have difficulty with memory/retrieval as a result of organizational impairment. (See Cognitive/Self-Regulatory Possibility #8: General slowness in information processing: Some students may have difficulty with memory/retrieval as a result of general slowness in information processing. (See Cognitive/Self-Regulatory Possibility #9: Weak task orientation: Some students may have difficulty with memory/retrieval as a result of uncertainty regarding what is required of them. (See Cognitive/Self-Regulatory Possibility #10: Difficulty with transfer of learning (generalization): Some students may have difficulty with memory/retrieval as a result of difficulty transferring what they have learned to a new setting or activity. (See Behavioral Possibility #1: Oppositionality: Some students may appear to have difficulty with memory/retrieval as a result of oppositional behavior (See Behavioral Possibility #2: Manipulativeness: Some students may appear to have difficulty with memory/retrieval as a form of manipulation (other than oppositional behavior). (See Behavioral Possibility #3: Task avoidance: Some students may appear to have difficulty with memory/retrieval as a way to avoid specific tasks. (See
Social-Emotional Possibility #1: Depression: Some students may have difficulty with memory/retrieval because they are upset, depressed, and/or lack positive relationships with peers and/or adults. (See Social-Emotional Possibility #2: Anxiety: Some students may have difficulty with memory/retrieval as a result of anxiety. (See Social-Emotional Possibility #3: Frustration: Some students may have difficulty with memory/retrieval as a result of feeling frustrated. (See
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Problem: The student appears to be forgetful, forgetting homework, forgetting newly learned information, and the like
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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