Sample Comprehensive Review Of Academic Records Page 19
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20Reference Sheet 9
Common ELL Behavior Manifestations that Mimic Other Disorders/Deficits
Classroom Behavior and Performance
Behaviors associated with learning
Manifestations in ELLs
problems
Slow to begin tasks
ELLs have limited comprehension of classroom language so they
may not always clearly understand instructions on how to
properly begin or complete tasks
Slow to finish tasks
ELLs may have to translate material between English and their
native language, which extends the time needed to complete
tasks
Forgetful
Due to limited English proficiency and comprehension, what
appears to be forgetfulness may be a limited ability to fully
encode information into memory
Inattentive/Distractible
ELLs may not fully understand the language used in the
classroom and therefore will move their attention to whatever
they can comprehend or may not know exactly what they should
be paying attention to
Hyperactive/Impulsive
Due to a lack of awareness or cultural differences related to
situation-specific behavioral norms, classroom rules, and other
rules of social behavior, ELLs may appear hyperactive or
impulsive
Disruptive
Disruptive behavior or excessive talking may often be related to
the process of figuring out what is expected or frustration about
not knowing what to do or how to do it
Disorganized
ELLs may not be comprehending the instructions on how to
organize or arrange materials and may never have been taught
efficient learning and problem solving strategies
Ortiz., S. (2008). Best practices in nondiscriminatory assessment. In A. Thomas & J. Grimes (Eds.), Best
practices in school psychology V (pp. 666–678). Bethesda, MD: National Association of School Psychologists.
Organized by Beth Hoecker-Martinez (LBLESD), Leah Hinkle (GAPS), Claudia Nunez (LBLESD), 2014
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