Problem: The student can write or type words, but does not seem to be able to generate organized, coherent, and adequately long written compositions.

General Medical Possibility: Seizures

Step 1: Organize observations relevant to the problematic behavior/issue

• Who is reporting the problem?
• When does it occur? (Include time of day, activities etc).
• Where does it occur?
• What tends to precede the problematic behavior/issue?
• What tends to follow the problematic behavior/issue?
• What is the age and functioning level of the student?
• Previous documentation/charts?

Step 2: Identify possible contributors 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.

Seizures: In rare cases, problems with difficult academic tasks may be a result of subclinical seizures that may or may not be diagnosed. If seizures have been diagnosed, staff should ask the physician if difficulty with academic tasks is a likely or possible consequence of the seizures and/or the seizure medication(s). 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 a possible lack of compliance with the medication regimen. (See Tutorial on Seizures.)

Possible referrals: A physician (e.g., neurologist) who can evaluate the student for possible seizures.