4/28/20 Your students are not homeschooling. Your students are at home, in the middle of a crisis, trying to get schoolwork done. Presented by Dr. Liz Angoff -Kim Hopkins Betts, The B Team 4/28/20 1 2 To be a successful learner in the online world… § you need to focus differently, § take in information differently, § ask questions differently, § and show what you know differently. Your students will need a new set of skills. 3 4 1
4/28/20 § Kids do well if they can § Doing well is preferable § Emphasis is on the problem, not the behavior. § Problem solving is collaborative, not unilateral. § Problem solving is proactive, not reactive § Understanding comes before helping 5 6 Why are kids challenging? Because they don’t have the skills to not be challenging. When are kids challenging? When the demands and expectations of the situation exceeds their current skill set. 7 8 2
4/28/20 Assessment of Lagging Skills and Unsolved Problems 9 10 ALSUP ASSESSMENT OF LAGGING SKILLS & UNSOLVED PROBLEMS CHILD'S NAME _______________________________________________________________ DATE ________________ INSTRUCTIONS: The ALSUP is intended for use as a discussion guide rather than as a freestanding check-list or rating scale. It should be used to identify specific lagging skills and unsolved problems that pertain to a particular child or adolescent. If a lagging skill applies, check it o fg and then (before moving on to the next lagging skill) identify the specific expectations the child is having di f culty meeting in association with that lagging skill (unsolved problems). A non-exhaustive list of sample unsolved problems is shown at the bottom of the page. LAGGING SKILLS UNSOLVED PROBLEMS q Di f culty handling transitions, shifting from one mindset or task to another q Di f culty doing things in a logical sequence or prescribed order q Di f culty persisting on challenging or tedious tasks q Poor sense of time q Di f culty maintaining focus q Di f culty considering the likely outcomes or consequences of actions (impulsive) q Di f culty considering a range of solutions to a problem q A tool to help us identify the skills a child is Di f culty expressing concerns, needs, or thoughts in words q Di f culty managing emotional response to frustration so as to think rationally q Chronic irritability and/or anxiety significantly impede capacity missing, and the unsolved problems those for problem-solving or heighten frustration q Di f culty seeing “grays”/concrete, literal, black & white, thinking q Di f culty deviating from rules, routine lagging skills create. q Di f culty handling unpredictability, ambiguity, uncertainty, novelty q Di f culty shifting from original idea, plan, or solution q Di f culty taking into account situational factors that would suggest the need to adjust a plan of action Inflexible, inaccurate interpretations/cognitive distortions or q biases (e.g., “Everyone’s out to get me,” “Nobody likes me,” “You always blame me, “It’s not fair,” “I’m stupid”) q Di f culty attending to or accurately interpreting social cues/ poor perception of social nuances q Di f culty starting conversations, entering groups, connecting with people/lacking other basic social skills q Di f culty seeking attention in appropriate ways q Di f culty appreciating how his/her behavior is a fg ecting others q Di f culty empathizing with others, appreciating another person’s perspective or point of view Di f culty appreciating how s/he is coming across or being q perceived by others q Sensory/motor di f culties UNSOLVED PROBLEMS GUIDE: Unsolved problems are the specific expectations a child is having di f culty meeting. Unsolved problems should be free of maladaptive behavior; free of adult theories and explanations; “split” (not “clumped”); and specific. HOME EXAMPLES SCHOOL EXAMPLES • Di f culty getting out of bed in the morning in time to get to school • Di f culty moving from choice time to math • Di f culty getting started on or completing homework (specify assignment) • Di f culty sitting next to Kyle during circle time • Di f culty ending the video game to get ready for bed at night • Di f culty raising hand during social studies discussions • • Di f culty coming indoors for dinner when playing outside Di f culty getting started on project on tectonic plates in geography • • Di f culty agreeing with brother about what TV show to watch after school Di f culty standing in line for lunch • Di f culty with the feelings of seams in socks • Di f culty brushing teeth before bedtime REV 060417 FOSTERING C OLLABORA TION • TRANSFORMING LIVES• INSPIRING CHANGE livesinthebalance.org 11 12 3
4/28/20 ALSUP ASSESSMENT OF LAGGING SKILLS & UNSOLVED PROBLEMS CHILD'S NAME _______________________________________________________________ DATE ________________ INSTRUCTIONS: The ALSUP is intended for use as a discussion guide rather than as a freestanding check-list or rating scale. It should be used to identify specific lagging skills and unsolved problems that pertain to a particular child or adolescent. If a lagging skill applies, check it o fg and then (before moving on to the next lagging skill) identify the specific expectations the child is having di f culty meeting in association with that lagging skill (unsolved problems). A non-exhaustive list of sample unsolved problems is shown at the bottom of the page. LAGGING SKILLS UNSOLVED PROBLEMS Di f culty handling transitions, shifting from one mindset or task q to another q Di f culty doing things in a logical sequence or prescribed order q Di f culty persisting on challenging or tedious tasks q Poor sense of time q A 12 year old student is constantly calling out in History class. Di f culty maintaining focus q Di f culty considering the likely outcomes or consequences of actions (impulsive) Y ou tell him to hold on to his thought until later, but he keeps q Di f culty considering a range of solutions to a problem q Di f culty expressing concerns, needs, or thoughts in words arguing that he needs to say it now. Y ou have to keep stopping q Di f culty managing emotional response to frustration so as to think rationally the class to ask him to be quiet. Chronic irritability and/or anxiety significantly impede capacity q for problem-solving or heighten frustration q Di f culty seeing “grays”/concrete, literal, black & white, thinking q Di f culty deviating from rules, routine q Di f culty handling unpredictability, ambiguity, uncertainty, novelty q Di f culty shifting from original idea, plan, or solution q Di f culty taking into account situational factors that would suggest the need to adjust a plan of action What might be his lagging skills? Inflexible, inaccurate interpretations/cognitive distortions or q biases (e.g., “Everyone’s out to get me,” “Nobody likes me,” “You always blame me, “It’s not fair,” “I’m stupid”) q Di f culty attending to or accurately interpreting social cues/ poor perception of social nuances q Di f culty starting conversations, entering groups, connecting with people/lacking other basic social skills q Di f culty seeking attention in appropriate ways q What is the unsolved problem? Di f culty appreciating how his/her behavior is a fg ecting others q Di f culty empathizing with others, appreciating another person’s perspective or point of view q Di f culty appreciating how s/he is coming across or being perceived by others q Sensory/motor di f culties UNSOLVED PROBLEMS GUIDE: Unsolved problems are the specific expectations a child is having di f culty meeting. Unsolved problems should be free of maladaptive behavior; free of adult theories and explanations; “split” (not “clumped”); and specific. HOME EXAMPLES SCHOOL EXAMPLES • • Di f culty getting out of bed in the morning in time to get to school Di f culty moving from choice time to math • • Di f culty getting started on or completing homework (specify assignment) Di f culty sitting next to Kyle during circle time • • Di f culty ending the video game to get ready for bed at night Di f culty raising hand during social studies discussions • • Di f culty coming indoors for dinner when playing outside Di f culty getting started on project on tectonic plates in geography • • Di f culty agreeing with brother about what TV show to watch after school Di f culty standing in line for lunch • Di f culty with the feelings of seams in socks • Di f culty brushing teeth before bedtime REV 060417 FOSTERING C OLLABORA TION • TRANSFORMING LIVES• INSPIRING CHANGE livesinthebalance.org 13 14 BREAKOUT 1. Mark off the skills that are challenging for your child. ROOMS – Translate the 2. Write down the unsolved problems, or the behavior into SHIFT YOUR an unsolved times that this challenge shows up. problem “Difficulty [meeting expectation X/during § LENS situation Y]” Specific time, location, situation § Behavior free § Theory free § 15 16 4
4/28/20 PLAN A The adult solves the problem unilaterally. Potential Potholes • Our solution demands skills the child does not have • We don’t understand the “upstream” problem • We lose a lot of time – for everyone in the family or class by nagging and yelling • It strains our relationship 17 18 PLAN C PLAN B We solve problems collaboratively and We put the expectation on the back burner proactively. …for now. The Steps Why Plan C? • Empathy • We have bigger fish to fry • Define Adult Concerns • We are focused on safety • Invitation • We need a temporary break from this expectation 19 20 5
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