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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 inconsistent in their behavior and performance as a side effect of medication. Medical Possibility #2: Medication interactions: Some students may be inconsistent in their behavior and performance as a result of medication interactions. Medical Possibility #3: Chronic pain: Some students may be inconsistent in their behavior and performance as a result of chronic pain. Medical Possibility #4: Fatigue, hunger, general nutrition: Some students may be inconsistent in their behavior as a result of fatigue, hunger, or poor nutrition.
Cognitive/Self-Regulatory Possibility #1: Isolated deficit: Some students may be inconsistent in their behavior and performance as a direct result of frontal lobe injury. (See Cognitive/Self-Regulatory Possibility #2: Attentional impairment: Some students may be inconsistent in their behavior and performance as a result of difficulty attending (See Cognitive/Self-Regulatory Possibility #3: Weak orientation to task: Some students may be inconsistent in their behavior and performance as a result of uncertainty regarding what is required of them. (See Cognitive/Self-Regulatory Possibility #4:Self-regulation impairment: Some students may be inconsistent in their behavior and performance as a result of general difficulty with self-regulation. (See Cognitive/Self-Regulatory Possibility #5:Memory/retrieval impairment: Some students may be inconsistent in their behavior and performance as a result of difficulty with memory/retrieval (See Cognitive/Self-Regulatory Possibility #6:Inflexibility: Some students may be inconsistent in their behavior and performance as a result of difficulty with change; they may be rigid and inflexible; they may have particular difficulty with novel versus routine tasks. (See Behavioral Possibility #1: Oppositionality: Some students may be inconsistent in their behavior and performance as a result of oppositional behavior (See Behavioral Possibility #2: Manipulativeness: Some students may be inconsistent in their behavior and performance as a form of manipulation (other than oppositional behavior). (See Behavioral Possibility #3: Attention seeking: Some students may be inconsistent in their behavior and performance as a way to seek adult and/or peer attention. (See Behavioral Possibility #4: Task avoidance: Some students may be inconsistent in their behavior and performance as a way to avoid specific tasks. (See Behavioral Possibility #5: Control: Some students may be inconsistent in their behavior and performance as a way of exercising control. (See Behavioral Possibility #6: Non-preferred task avoidance: Some students may be inconsistent in their behavior and performance as result of being required to participate in non-preferred activities. (See Behavioral Possibility #7: Sensory impairment: Some students may be inconsistent in their behavior and performance as result of sensory over-stimulation or sensory under-stimulation.
Social-Emotional Possibility #1: Depression: Some students may be inconsistent in their behavior and performance because they are upset, depressed, and/or lack positive relationships with peers and/or adults. (See Social-Emotional Possibility #2: Anxiety: Some students may be inconsistent in their behavior and performance as a result of anxiety. (See Social-Emotional Possibility #3: Family problems: Some students may be inconsistent in their behavior and performance as a result of family crises or other problems away from school. \Social-Emotional Possibility #4: Frustration: Some students may be inconsistent in their behavior and performance as a result of feeling frustrated. (See
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Problem: The student engages in behavior that is markedly inconsistent from day to day and possibly hour to hour.
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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