Four r Impo porta rtant nt The hemes mes Emphasis is on - - PowerPoint PPT Presentation

Four r Impo porta rtant nt The hemes mes

• Emphasis is on problems (and solving them) rather than on behaviors (and

modifying them)…upstream (not downstream)

• The problem solving is collaborative rather than unilateral …something you’re

doing with the kid rather than to him

• The problem solving is proactive rather than emergent

– this is possible if we answer two important questions: why and when is this kid challenging?

• Understanding comes before helping

Key The heme me #5 #5 (Really ally #1 #1)

Kids ds do do wel ell l if th f they ey can

If If the kid could ld do well, l, he would d do well. l.

Key The heme me #6 #6 (Really ally #2 #2)

Doing ing well is preferable eferable (we’ve been focused on motivation when we should have been fo focused used on sk n skills) ills)

An Answe swer to to th the Quest stion ion Why Why: Ch Challe lleng nging ing Kids ds are Lacking cking Sk Skills lls

Chal alle leng nging ing kids s are e challeng lenging ing becau ause se th they’re re lacking king th the skil ills ls not

• t to

to b be chall llenging enging…they are delayed in the development of crucial cognitive skills, such as flexi xibility/ bility/ad adaptabi tabili lity, ty, frustratio stration n to tolerance, ance, and d prob

• blem

em-solving.

• lving.
• Challenging kids aren’t always challenging
• They’re challenging in conditions in which certain skills are being demanded
• It’s a developmental delay

Chal alle leng nging ing behavior avior com

• mmuni

nicat cates es that the kid doesn’t have the skills to meet certain demands and expectations…behavior is simply the signal…the fever…the byprod roduct uct

Ad Adult t Roles es in th the Lives es of f Behavio iorally rally Challe llengin nging g Kids

• Identify lagging skills and unsolved

problems

• Solve problems collaboratively and

proactively

• Promotes a problem solving partnership
• Engages kids in solving the problems that affect their lives
• Produces more effective, durable solutions
• Simultaneously (but indirectly) teaches skills

An Answe swer to to t the he Quest stion ion Wh When: The he Cl Clash sh of th f the Two Forces ces

Lagging Skills Demands of Environment

Challenging episodes occur when the demands being placed upon a person outstrip his or her skills

• best conceived as “unmet expectations” or “unsolved problems”
• results in “incompatibility episodes”

The he As Asse sessme ssment nt of L f Laggi ging ng Sk Skills lls and d Unso solved lved Problems blems (AL ALSUP SUP)

• On the left side is a representative list of the skills frequently found lagging in challenging

kids

• Unsolved problems are identified on the right side
• The ALSUP is meant to be used as a discussion guide…not simply a checklist or mechanism

for quantifying

• The ALSUP helps caregivers focus on things they can actually do something about (if we
• nly focus on things we can’t do anything about, we are likely to come to the conclusion

that we can’t do anything to help)

• We want to avoid the “correlation equals causation error”

Usi sing ng th the AL ALSU SUP

• Participants receive a blank copy of the ALSUP

– The kid is not present in the meeting

• Start at the top…don’t “cherry-pick” lagging skills
• After checking off a given lagging skill, identify the unsolved problems that spring to mind

when thinking of that lagging skill (“Can you give me some examples of times when Theresa is having difficulty…”)

• Come up with as many unsolved problems as possible for an endorsed lagging skill
• No need to write the same unsolved problem more than once
• Don’t go down the entire list of lagging skills and then go

back to identify unsolved problems

• Don’t identify unsolved problems first and then go back to

decide which lagging skills apply to that unsolved problem

• No need to establish which lagging skill best explains a

particular unsolved problem…just assume multiple lagging skills can contribute to the same unsolved problem

Usi sing ng th the AL ALSUP SUP: Guidelines delines fo for Ide dent ntif ifyi ying ng Unso solv lved ed Problem lems

The wording of the unsolved problem on the ALSUP is going to translate into the words that are used when the unsolved is introduced to the child when it comes time to solve it together. The wording should be kid-friendly. Unsolved Problems should be:

• Free of challenging behaviors (Difficulty…)
• Free of adult theories (no need to explain anything)
• Split, not clumped

“Split early, maybe you can clump later…but if you clump early, you’ll never find out”

• As specific as possible

Strategy #1: Who, What, Where/When…NOT why) Strategy #2: What expectation is the child having difficulty meeting?

Next t Goal: l: Priorit ioritizing izing

• You
• u can’t

t wor

• rk on
• n everything

rything at on t once

• Foc
• cus

s on

• n th

the “big g fish sh” first rst

– Safet ety: y: those

• se unsolve
• lved

d problems

• blems contri

ributing ting to unsa safe e beha havior vior – Freq equency: uency: those

• se unsolv
• lved

ed prob

• blem

ems s contrib ributi uting ng to incompatib

• mpatibili

lity ty epis isodes

• des most

t often – Gravi avity: y: those se unsolv

• lved

ed prob

• blem

ems s caus using ng great eates est harm rm to the kid d or others ers

Keeping ping Track: ck: The he Problem blem So Solvin ing g Plan an (Plan lan B B Flowcha wchart) t)

• Specify

ify high gh-priority riority unsol

• lved

d prob

• blem

ems

• Desig

ignate nate person

• n primarily

arily respon

• nsib

sible le for

• r sol
• lvin

ving g th the prob

• blem

em with th th the chil ild

• Fol
• llow
• w th

the remai aining ning sequence nce to to sol

• lve

e th the prob

• blem

em

• Add

d new unsolve

• lved

d prob

• blem

ems s as ol

• ld on
• nes are sol
• lved

ed

Opti tion

• ns fo

for Handling dling Unso solv lved ed Problem blems

Plan n A: A: solv lve e the he problem

• blem un

unilatera aterally lly Plan n B: B: solve lve the he problem

• blem collaborativ

llaboratively ely Plan n C: C: set et the he problem

• blem aside

de fo for no now

Plan an A: A: Solve e th the problem lem unilatera laterally lly

• The

e adult ult deci cides es what at the solution ution is and involve lves s the imp mposition

• sition of adult

ult wil ill, , often accompanied

• mpanied by adult

ult-imp mposed

• sed conseq

sequences uences

• “I’ve decided that…”
• Plan

n A caus uses es inco ncompatib mpatibili lity ty epis isodes

• des in chal

allen lengin ging g kids ds

• Plan A i

A is no not a partners rtnership hip

• Plan

n A does es not involve

• lve kids

ds in solving ng the problems

• blems that

t affect ct their eir liv ives es

• Plan

n A provi

• vides

des no inform

• rmati

ation n wha hatsoeve soever r about

• ut the

e factors tors making king it dif iffi ficu cult lt for the kid to meet a given expectations…solutions arrived at through Plan A are “uninf informe

• rmed”

Timing ing is s Everythin ything

IN INCOMPATIBILIT COMPATIBILITY Y EP EPIS ISODES ODES AR ARE E HIG IGHLY LY PRE REDICTABLE ICTABLE

Crisi isis s Manage nageme ment: nt: Inte terv rventio ntion n is reactive ctive and d oc

• ccurs

s emergent gently, ly, in th the heat of the moment (“What should I do when?”) Crisi isis s Prevent vention: ion: Inte terv rventio ntion n is planned ned and d oc

• ccurs

s proa

• actively

ctively, well before highly predictable incompatibility episodes occur again (“What should I do before?”)

Plan an C: Set th t the problem lem asi side e fo for now

Not about giving in or capitulating…it’s about prioritizing

• Emerge

rgency ncy C: : “OK OK”

• Proa
• active

ctive C:

• don’t bring it up
• an agre

reed ed-up upon

• n inte

terim rim plan for

• r ta

tabli ling ng th the prob

• blem

em for

• r now
• w

Goo

• od parenting

enting and goo

• od te

teaching ching mean being responsive to the hand you’ve been dealt

Plan an B: S Solve e th the problem lem co collabo laborat rativ ively ely

1.

• 1. Em

Empathy athy Step p

(gather information so as to identify child’s concerns)

2.

• 2. Define

fine Ad Adult ult Concer ncerns ns Step p

(ide dentif ntify y adul ult t con

• ncerns)

rns)

3.

• 3. In

Invitat itation ion Step p

(col

• llab

laborate

• rate on
• n a sol
• lution

tion th that t is realistic listic and mutu tual ally ly satisfa tisfactory) tory)

The he Empa pathy thy St Step p (co cont.) t.): : The he Kid d Sa Says s So Somet ething hing

• Drilling Strategies:
• Reflective listening and clarifying statements
• Asking about the who, what, where/when of the unsolved problem
• Asking about why the problem occurs under some conditions and not others
• Asking the kid what s/he’s thinking in the midst of the unsolved problem
• Breaking the problem down into its component parts
• Discrepant Observation
• Tabling (and asking for more concerns)
• Summarizing (and asking for more concerns)

The he Defi fine ne Ad Adult t Co Concerns cerns St Step

Goal:

• Enter the adult’s concern or perspective into consideration

(possibly beginning with, “The thing is…” or “My concern is…”) What’s Hard: Adults frequently don’t know what their concerns are (though they do often know what their solutions are)…adults concerns are not merely a repetition of the expectation

• Adult concerns typically fall into one of two categories:

– How the problem is affecting the kid (e.g., health, safety, learning) – How the problem is affecting others (e.g., health, safety, learning)

• The Define Adult Concerns step is a Solution-Free Zone, too…the first two

steps are reserved exclusively for concerns

The he Invit itation ation St Step

Goal: Collaborate on a solution that is realistic and mutually satisfactory What’s Hard: – The wording:

• Should recap two concerns so as to summarize the problem to be solved (Starts with: “I

wonder if there’s a way…”)

• The kid is given the first opportunity to generate solutions (“Do you have any ideas?”), but

resolution of the problem is a team effort (collaborative)

Ad Addi ditional tional Info format rmation ion/R /Res esour

• urces

ces

www.live .livesint sinthebal hebalance.org ance.org

Walki king ng to tours/Web /Web-base based d radio dio prog

• grams/

rams/ Kids ds Advo vocacy cacy Acti tion

• n Netw

twor

• rk/

k/ Research/ arch/Pa Paperw erwor

• rk/F

k/Face ceboo book k grou

• ups

www.cpsconnection. .cpsconnection.com com

Adva vanced nced and nd certi tificatio fication n tr trainings inings