Program Support PLC January 8, 2016 ALSUP Part 2 Program Support PLC January 8, 2016
Doing well is preferable We’ve been focused on motivation (incentives) Greene suggests we should have been focused on skills. Challenging students are challenging because they are lacking the skills to not be challenging. They are delayed in the development of crucial cognitive sills, such as flexibility/adaptability, frustration tolerance, and problem solving. Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
Answer to the Question Why Challenging students are not always challenging They are challenging in conditions in which certain skills are being demanded Consider it as a developmental delay Challenging behavior communicates that the student does not have the skills to meet certain demands and expectations Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
What Skills are Behaviorally Challenging Student Lacking? { More Grey thinking and less black & white Executive Skills Language Processing/Communication Skills Emotion Regulation Skills Cognitive Flexibility Skills Social Skills All are related More thought and less emotion Hindsight (past experiences) & Forethought (think before you act) Empathy, Honesty, Conflict resolution Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
Answer to the Question When The Clash of the Two Forces Challenging episodes occur when the cognitive demand being placed upon a person outstrip the person’s capacity to respond adaptively, best conceived as “adaptational failures” or “incompatibility episodes.” Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
The Clash! Environmental Demands Lagging Skills Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
Adult Roles in the Lives of Behaviorally Challenging Students Identify lagging skills and unsolved problems Solve problems collaboratively and proactively Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
The Assessment of Lagging Skills & Unsolved Problems ALSUP!!! Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
The right side is where you list the identified unsolved problems: “Difficulty…” { On the left side is a representative list of the skills frequently found lagging in challenging students. {
ASLUP It is meant to be used as a discussion guide… not simply a checklist or mechanism for quantifying It helps us focus on things we can actually do something about (if we only focus on things we can’t do anything about, we are likely to come to the conclusion that we can’t help) Correlation ≠ Causation Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
Using the ASLUP: Dos Participants receive a blank copy of the ALSUP Start at the top After checking off given lagging skills, identify the unsolved problems that come to mind in association with that skill Unsolved problems are examples of expectations a student is having difficulty meeting. “Can you give me an example of a time when Theresa is having difficulty staying in the room?” Come up with as many unsolved problems as possible for lagging skills Using the ASLUP: Dos Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
Using the ASLUP: Don’ts Don’t include the student in this part of the problem solving process Don’t skip around 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. Don’t write the same unsolved problem more than once. Using the ASLUP: Don’ts Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
Using the ASLUP: Guidelines for Identifying Unsolved Problems Unsolved Problems should be: Free of challenging behaviors “Difficulty….” This decreases defensiveness Free of adult theories no need to explain anything Theories don’t really help and are often wrong Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
Unsolved Problems should be: Split, not clumped. Specific (cannot say “All the time”) Strategy 1: Who, What, Where/When… (not why, why=theories) Strategy 2: What expectation is the student having difficulty meeting? Clumped Split Difficulty Writing Difficulty with writing vocabulary words. Difficulty with writing short answers Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
How do we know we are doing it right? We recognize that students have lagging skills We recognize why prior interventions were ineffective We regret how they were interacting with students We become aware that unsolved problems occur under highly specific conditions (not all the time) We recognize unsolved problems are predictable & are proactive We ponder how we are going to create mechanisms for changing practices given what we now know about student difficulties Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively Ross Greene, Ph.D. www.livesinthebalance.org www.cpsconnection.com 2015
Read the case in small groups and complete an ALSUP form with the given information. Conduct an ALSUP with your group for a student you work for (can be made up or real) Consider how you could transfer the concept of lagging skills found in your ALSUP to a BIP Discuss whole group, how was this difficult? Easy? Challenges? Questions?
At the next PLC we will learn how to help Joey… Dr. Bridgman said, “We need to decide what we want to work on first. We can’t work on everything at once or Joey would be overwhelmed. Let’s start at the easiest place – the triggers – maybe being confused on some assignments and being embarrassed in front of peers. We could address those first.” “But how?” asked Mrs. Franco. At the next PLC we will learn how to help Joey… Plan A, B & C