When a brief achievement is observed, it is important for the evaluator to consider whether the results may be reflective of a true deficit or whether they may be attributable to other factors. Additional information, such as observations from the testing session or collateral information from teachers or parents, may be helpful in making this determination.
If it is determined that the brief achievement is indicative of a true deficit, it may be necessary to provide additional support or intervention in the areas affected. For example, if a student is demonstrating difficulties with attention or processing, accommodations such as extended time or reduced distractions may be beneficial. If decreased effort or motivation is suspected, strategies to increase engagement and motivation may be helpful.