"Natural consequences are effective at reducing the challenging behavior of some kids, but, in my experience, not the kids this book is about. That's because natural consequences don't solve the problems or teach the lagging skills that are precipitating their challenging behavior."
This quote really stuck out to me as I was reading. Often I find imposing a natural consequence on a challenging student makes things worse rather than better. It doesn't prevent those unsolved problems from reoccurring, but rather just sets the students off even further. Sometimes those consequences must happen, though, if the unsolved problems are compromising the safety of the student and/or others. I can see the importance of being proactive, however, and identifying the lagging skills and unsolved problems to hopefully eventually solve those problems.
I thought it was really interesting when Greene discussed how people are quick to want a "diagnosis" of a problem in a child, like ADHD, ODD, and so on, because it somehow makes adults feel like they've solved the problem behavior. However, when I think about how often I'm frustrated in my own classrooms with students that have these "diagnoses," I realize that I really need to focus more on the skills they may be lagging. I'm wondering if a form like the ALSUP is something that our building can adopt as part of an SAT or Data Day?
I feel it is just to bad that the kids have to have a "diagnosis" before they can even get help. This is a lot of wasted time in the life of a child. For that reason, we do need to try to find time on our side to address the systems and not to worry about a diagnosis.
I think the part of us focusing on what the child is lacking instead of the "diagnosis" is so critical. It often seems very easy to blame the diagnosis instead of digging deeper into root of the problem, especially with academics.
One thing that really stuck out to me in Chapter 2, was the comment about how "parents of well-behaved kids get too much credit for the fact that their children are well-behaved, and that parents of challenging kids get far too much blame". I think I am very guilty of this. It's hard for me to shift my view on this, simply because the majority of the time that I have had communication with a parent regarding a child that is a "behavior", i have found them to be pretty uninvolved. After taking a step back, and also thinking of the scenario with Joey's mom in the book, I have been given a different perspective. Stephanie, I like your idea of the form being part of SAT, because when I think of asking our Specials teachers, lunch room attendants, etc. to sit around with me and give insight to fill it out, I know it's simply not realistic.
I wish I could tell you there is a quick and easy fix for challenging behavior, but there just isn't. It is really hard work! The key idea behind Collaborative and Proactive Solutions (CPS) is "Kids do well if they can." I have come to believe this is true-it does require that we change our lenses. Looking at a child's behavior in terms of their diagnosis or special education eligibility isn't all that helpful. We don't have control over that. Nor is blaming parents for their child's challenging behavior. Often when we see parents as uninvolved or uncaring, it is more likely that they don't know what to do, they see the school/teachers as threatening, and often they had difficulty in school. I prefer to spend my time and energy on factors for which I have control. What we have control over is figuring out under what conditions students exhibit challenging behavior. In the school setting, we are expected to complete a Functional Behavior Assessment and then develop a Positive Behavior Support Plan, especially in the Special Education world. I see the Functional Behavior Assessment (if done thoroughly and correctly- Ross Greene says you have to make sure your definition of the "F" word is correct) as a parallel to the Assessment of Lagging Skills and Unsolved Problems (ALSUP). It is important to find out what demands of the environment are exceeding the kid's capacity - and be really specific- what subject/activity; what time of the day; with whom; where. Most important is getting the kid's concerns on the table - a step we often omit in the school setting.
"The specific conditions in which the demands being placed upon him outstrip the skills he has to respond adaptively." This description for unsolved problems really resonated with me. As teachers we inadvertently place so many demands on our students. Sometimes for some children they simply do not have the skills to communicate to us when they are overwhelmed. I am excited to read more to learn how to be more proactive in order to better help these kiddos.
I liked that we should look at what the child is doing and address the reasons for it instead of trying to put a "label" on it. I do have two students who are young and should be in kindergarten. I really think they are still at the stage of learning how they should conduct themselves. They are very immature. I loved the lagging skills list. I could see many of my students in there.
"Natural consequences are effective at reducing the challenging behavior of some kids, but, in my experience, not the kids this book is about. That's because natural consequences don't solve the problems or teach the lagging skills that are precipitating their challenging behavior."
ReplyDeleteThis quote really stuck out to me as I was reading. Often I find imposing a natural consequence on a challenging student makes things worse rather than better. It doesn't prevent those unsolved problems from reoccurring, but rather just sets the students off even further. Sometimes those consequences must happen, though, if the unsolved problems are compromising the safety of the student and/or others. I can see the importance of being proactive, however, and identifying the lagging skills and unsolved problems to hopefully eventually solve those problems.
I thought it was really interesting when Greene discussed how people are quick to want a "diagnosis" of a problem in a child, like ADHD, ODD, and so on, because it somehow makes adults feel like they've solved the problem behavior. However, when I think about how often I'm frustrated in my own classrooms with students that have these "diagnoses," I realize that I really need to focus more on the skills they may be lagging. I'm wondering if a form like the ALSUP is something that our building can adopt as part of an SAT or Data Day?
ReplyDeleteI feel it is just to bad that the kids have to have a "diagnosis" before they can even get help. This is a lot of wasted time in the life of a child. For that reason, we do need to try to find time on our side to address the systems and not to worry about a diagnosis.
DeleteI think the part of us focusing on what the child is lacking instead of the "diagnosis" is so critical. It often seems very easy to blame the diagnosis instead of digging deeper into root of the problem, especially with academics.
DeleteHmmm...sorry! That was me, Stephanie, who just posted!
ReplyDeleteOne thing that really stuck out to me in Chapter 2, was the comment about how "parents of well-behaved kids get too much credit for the fact that their children are well-behaved, and that parents of challenging kids get far too much blame". I think I am very guilty of this. It's hard for me to shift my view on this, simply because the majority of the time that I have had communication with a parent regarding a child that is a "behavior", i have found them to be pretty uninvolved. After taking a step back, and also thinking of the scenario with Joey's mom in the book, I have been given a different perspective.
ReplyDeleteStephanie, I like your idea of the form being part of SAT, because when I think of asking our Specials teachers, lunch room attendants, etc. to sit around with me and give insight to fill it out, I know it's simply not realistic.
I wish I could tell you there is a quick and easy fix for challenging behavior, but there just isn't. It is really hard work! The key idea behind Collaborative and Proactive Solutions (CPS) is "Kids do well if they can." I have come to believe this is true-it does require that we change our lenses. Looking at a child's behavior in terms of their diagnosis or special education eligibility isn't all that helpful. We don't have control over that. Nor is blaming parents for their child's challenging behavior. Often when we see parents as uninvolved or uncaring, it is more likely that they don't know what to do, they see the school/teachers as threatening, and often they had difficulty in school. I prefer to spend my time and energy on factors for which I have control. What we have control over is figuring out under what conditions students exhibit challenging behavior. In the school setting, we are expected to complete a Functional Behavior Assessment and then develop a Positive Behavior Support Plan, especially in the Special Education world. I see the Functional Behavior Assessment (if done thoroughly and correctly- Ross Greene says you have to make sure your definition of the "F" word is correct) as a parallel to the Assessment of Lagging Skills and Unsolved Problems (ALSUP). It is important to find out what demands of the environment are exceeding the kid's capacity - and be really specific- what subject/activity; what time of the day; with whom; where. Most important is getting the kid's concerns on the table - a step we often omit in the school setting.
ReplyDelete"The specific conditions in which the demands being placed upon him outstrip the skills he has to respond adaptively." This description for unsolved problems really resonated with me. As teachers we inadvertently place so many demands on our students. Sometimes for some children they simply do not have the skills to communicate to us when they are overwhelmed. I am excited to read more to learn how to be more proactive in order to better help these kiddos.
ReplyDeleteOops that was me, Laura. I was logged into my gmail account. :)
DeleteI agree Laura, it seems to just be growing and growing.
DeleteI liked that we should look at what the child is doing and address the reasons for it instead of trying to put a "label" on it. I do have two students who are young and should be in kindergarten. I really think they are still at the stage of learning how they should conduct themselves. They are very immature. I loved the lagging skills list. I could see many of my students in there.
ReplyDeleteThis is Sherry Pagnier. Of course you know I don't know how to fix this.
Delete