A new Approach for Understanding and Parenting Easily Frustrated

Psychopharmacology 
Koplewicz, H. It’s Nobody’s Fault: New Hope and Help for 
Difficult Children and Their Parents. New York: Three 
Rivers Press, 1996. 
Support 
• Center for Collaborative Problem Solving
www.ccps.info 
• Collaborative Problem Solving Institute
www.massgeneral.org/cpsinstitute 
• Foundation for Children with Behavioral Challenges 
(FCBC) www.fcbcsupport.org 
• Parents & Teachers of Explosive Kids (PTEK)
www.explosivekids.org 
• Tourette Syndrome Foundation of Canada
www.tourette.ca 
• Tourette Syndrome Association (TSA) www.tsa-usa.org 
• Tourette Syndrome “Plus” www.tourettesyndrome.net 

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Additional Resources and Support 
281 
• Life’s a Twitch www.lifesatwitch.com 
• Nonverbal Learning Disability Association (NLDA) 
www.nlda.org 
• Asperger Syndrome Coalition of the United States 
(ASC-U.S.) www.asperger.org 
• Online Asperger Syndrome Information and Support 
(OASIS) www.udel.edu/bkirby/asperger 
• MAAP Services for the Autism and Asperger Syn-
drome (The Source) www.maapservices.org 
• Sensory Integration Network www.sinetwork.org 
• Childhood Anxiety Network 
www.childhoodanxietynetwork.org 
• Obsessive Compulsive Foundation 
www.ocfoundation.org 
• Child and Adolescent Bipolar Foundation (CABF) 
www.cabf.org 
• Children and Adults with Attention Deficit Disorder 
(CHADD) www.chadd.org 

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Index 
Abilify, 238 
accountability, 142–45 
adaptiveness 
characteristics of explosive children, 
52, 63 
cognitive flexibility skills, 43 
communication patterns in families, 
210, 213, 218 
consequences, 81 
CPS as model for use with all children, 
275 
dealing with ambiguity, 167 
description of explosions, 91 
disciplinary practices at school, 
248–49 
emotion regulation skills, 41 
failure of CPS model, 226 
identification of pathways, 41, 43 
lack of thinking skills, 85 
language processing skills, 193–94 
Plan B in school, 250, 263, 269 
residential facilities, 230 
unevenness of skills development, 
12–13 
ADHD (attention-deficit/hyperactivity 
disorder), 5, 8, 17, 25, 27–28, 50, 
144, 220 
adults. See parents; teachers 
age, child’s, 167–68 
aggression, physical and verbal 
as characteristic of explosive children, 
2–3, 6, 8, 20, 52, 56, 58–60, 61, 
63 
consequences, 74, 90 
differences between other children and 
explosive children, 8 
283 

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284 
Index 
agitation, 50–52, 59, 90, 236 
airplane flight, anxiety about (example), 
38–41 
alienation, 226–27, 249 
alternative day-schools, 227, 229 
Alycia (child), 152–54 
ambiguity, 42–43, 57, 165–67 
Amy (child), 73–75, 78–81 
Anafranil, 236 
antidepressants, 36, 59, 235–37 
antipsychotic medications, 238 
anxiety, 5, 37–41, 50, 195–96, 215, 234, 
237 
aripiprazole (Abilify), 238 
Asperger’s disorder, 5, 42 
atomoxetine (Strattera), 235 
attention-getting, 74, 76, 81, 86, 143 
atypical antipsychotics, 238 
authority, 91–92, 96, 99, 120, 125, 129, 
147. See also who’s boss 
babies, frustrations and inflexibility of, 
13–14 
badgering, 93 
beach problem, going to, 163–65 
behavior 
impact on others of, 198, 203–4 
as learned, 75–76 
reasons for maladaptive,
17–18 
behavior management, 3, 5, 10, 73–81.