Ross Greene PhD jStuart Ablon Phd Philosophical Approach 1 Kids do well if they want to Motivational Approach LevelReward Systems Punishment produces behavioral change ID: 933326
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Slide1
Hard kids, New ideas.
The collaborative Problem Solving Approach
Ross Greene,
Ph.D
,
j.Stuart
Ablon
,
Phd
Slide2Philosophical Approach
1) Kids do well if they “want to” – Motivational Approach
Level/Reward Systems
Punishment produces behavioral change.
Student possesses the self driven attributes necessary for behavioral change.
Can be effective for non-traumatized, Tier One and some Tier Two children.
2) Kids do well if they “can” – Identification, Emotional Regulation, Skill Retention
Kids are delayed in the development of the crucial cognitive skills (Executive Functioning, Language Processing, Emotion Regulation, Cognitive Flexibility and Social Skills) and have difficulty applying them.
Adults help to identify lagging skills (why?) and the unsolved problems (who, what, where, when)
Proactive and almost exclusively, emphasis place on antecedent events.
http://www.livesinthebalance.org/step-one-first-video
Slide3Adverse Childhood Experiences (ACE’s)
Collaborative research between the Centers for Disease Control and Prevention and Kaiser Permanente in San Diego
17,000 Kaiser patients participated in routine health screening
Data continues to be analyzed; it reveals staggering proof of the health, social, and economic risks that result from childhood trauma
Slide4Normal Brain Vs. PTSD Brain
Slide5Why does this work?
Surrogate Frontal Lobe
Amygdala: emotional center of the brain.
Prefrontal Cortex: Organizing, processing, information gathering, consequence recognition (Executive Functioning)
Hard kids: Sensory Stimuli Amygdala
Majority of our students: Sensory Stimuli Prefrontal Cortex Amygdala
Slide6Your Explanation Guides Your Intervention.
How you explain a kid’s challenging behavior has major implications on how you try to help.
If you believe the challenging behavior is due to a lagging skill and an unsolved problem, then rewarding and punishing may not be ideal.
Solving problems and teaching skills would make perfect sense.
Slide7How does this work?
Beginning Steps
1. Relationship; years of psychological research shows behavioral change is most directly impacted by the relationship with the person who is directing and encouraging growth.
Spend some time aside from academic support and discipline to get to know the child.
https://www.youtube.com/watch?v=g7hq9ujeIwM
2. Understand that challenging behaviors are highly predictable once identified. The “episodes” or challenging behaviors are a form of a learning disability.
3. Identify Lagging Skills (Thinking Skills Inventory) and choose the two most challenging to your environment.
4. Notice antecedents.
5. Implement strategy, involving the child in the process.
6. Review the Thinking Skills Inventory
Slide8How does this work?
Conversations with children
Plan A: Impose Adult Will (Precision Commands)
Plan C: Drop It (Eggshell walking)
Plan B: Collaborative Problem Solving (Expectations and Solutions)
1. Empathy (Genuine and specific).
2. Define the problem (Both parties)
3. Solution; Invitation to problem solve.
Slide9Empathy Step (Reassurance)
1. Reflective listening
2. Clarifying statements…”tell me more about that?” “I don’t quite understand.”
3.Drilling- Asking the student who, what, where, when of the unsolved problem
Slide10Define the Problem
* How the unsolved problem is affecting the student
* How the unsolved problem is affecting other people
Slide11Solution, Invitation to Solve the Problem
Inviting the student to solve the problem collaboratively
Restatement of the concerns
Good solutions must be realistic and mutually satisfactory
Slide12Keys to Success
Rapport, Rapport, Rapport
Reflective listening: “Tell me more about that…” “I am hearing you say…”
Ask about what the child is thinking, rather than how they are feeling (we typically know how they are feeling…
)
Do not engage in Plan B discussions during moments of crisis. Address escalation; problem solve at a later time.
Slide13Response to Intervention
How do we monitor and track growth?
Specify Targeted Skills and Strategies using Plan B
*Skill Intervention Sheet
Goal: To reduce the frequency, intensity and duration of “episodes.”
Frequency - Episodes per day
Intensity -
Likert
scale measure of intensity (harm to self and others, 1-4, same rater)
Duration - Amount of time from beginning to the point of self management.
Goal: To improve expected behaviors.
*General Behavior Tracker
Slide14Examples of Data Collection Methods
Simple, short and efficient
Skill Intervention Sheet
Behavior Tracker
Off/On Task Behavior Tracker
Frequency of Behavior Tracker
Duration of Behavior Tracker
Slide15References
Slide16References
Livesinthebalance.org
livesinthebalance.org
Davis School District home page > programs > Family Education Consultation Center > Tough Kid Tool Box