A new Approach for Understanding and Parenting Easily Frustrated

See also specific plan or problem 
explaining, as strategy for managing 
behavior, 5 
explanations for explosions, 14–15, 
18–20, 46, 62–63, 75–83, 86, 
143–44, 271–72. See also 
conventional wisdom 
explosions 
child’s reactions to, 52, 56–57, 59–60, 
80–81, 261 
chronic patterns of, 46 
decrease in frequency and duration of, 
158–59, 207, 272 
description/characteristics of, 2–3, 20, 
91 
explanations for, 14–15, 18–20, 24,
46, 62–63, 75–83, 86, 143–44, 
271–72 
homework as common cause of, 
252–53 
Plan B as approval of, 145–46 
as planned, intentional, purposeful, 
14–15, 76, 80–81, 162 
as providing important information, 
151 
reasons for, 17–18 
residual, unsafe, 159 
“safety issues” in midst of, 149–50 
at school, 245–46 
what to do for, 151 
explosive children 
being afraid of, 58 
characteristics of, 2–3, 6–8, 20, 49–72 
description of difficulties by, 18–20 
differences between other children and, 
6–8 
as embarrassment to parents, 4 
explanations for behavior of, 14–15, 
18–20, 24, 46, 62–63, 75–83, 86, 
143–44, 271–72 
as failure to progress developmentally, 
14–15 
fear of, 3–4 
importance of understanding needs of, 
46 
matching explanations and 
interventions to needs of, 75–83, 86 
misdiagnosing, 5 
need for understanding of, 9–10, 
15–21, 23, 86–87, 175–76 
taking behavior personally, 76 
uniqueness of, 88 
See also specific child, problem, or 
topic 
extremely short fuse, 231, 238–41 
Faber, Adele, 210 
fairness, 207–8, 260–62 
families 
communication patterns in, 205, 
210–18, 221–26, 273 
examples of problems in, 221–30 
failure of CPS model, 226–30 
grandparents/relatives in, 206, 220–21 
help for, 210 

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288 
Index 
families (continued ) 
as hindrance to Plan B, 205 
impact of explosions on, 3, 9, 52 
tensions within, 62, 70–71, 87 
See also parents; siblings 
family dinner problem, 156 
feedback, from teachers, 202–3, 240 
feeding difficulties, 13 
feeling words, 188–89 
fish oil, 239 
flaxseed oil, 239 
flexibility 
all children want to do well, 46 
characteristics of explosive children, 
63 
consequences, 81, 82 
as critical skill, 12–14, 20, 82–83 
developmental age, 167–68 
emotion regulation skills, 36 
executive skills, 25 
identification of factors compromising 
skills of, 23 
identification of pathways, 25, 36, 45 
lag in development of skills for, 12–15, 
20, 85, 272 
as learning disability, 16, 227 
Plan A, 91 
Plan B in school, 261 
reduction on demands for, 87 
residential facilities, 230 
social skills, 45 
standard approach to behavior 
management, 78 
training other skills with Plan B, 198 
understanding of explosive children, 18 
See also cognitive flexibility skills; 
inflexibility 
fluoxetine (Prozac), 237 
fluvoxamine (Luvox), 237 
food problem, and Plan C, 93 
friendships, 3, 52, 64. See also social 
skills 
frustrated (word), and language 
processing skills, 189 
frustration tolerance 
all children want to do well philosophy, 
46 
of babies, 13–14 
characteristics of explosive children, 2, 
6–8 
cognitive flexibility skills, 43, 197 
consequences, 74, 79, 81–82, 90 
CPS as model for use with all children, 
275 
as critical skill, 20, 82–83 
delayed responses to, 163–64 
description of difficulties by explosive 
children, 20 
developmental age, 167–68 
differences between other children and 
explosive children, 7–8 
disciplinary practices at school, 
248–249 
emotion regulation skills, 36–37 
example of Proactive Plan B, 129 
executive skills, 25–26 
expressing frustration, 275 
identification and articulation of, 194, 
213 
identification of factors compromising 
skills of, 23 
identification of pathways, 25–26, 32, 
36, 37, 43 
identification of problems, 88–89 
importance of decreasing level of, 87 
individuality of child, 49 
lack of thinking skills, 85 
lag in development of skills for, 12–15, 
20, 272 
language processing skills, 32, 188–94 
as learning disability, 16, 227, 250 
medications, 240 
onset of, 13–14 
of parents, 18–19, 81, 175–76 
Plan A, 91 
Plan B in school, 261, 269 
real world, 129 
residential facilities, 230 

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Index 
289 
school as contributing factor to 
explosions, 245 
social skills, 201–2 
standard approach to behavior 
management, 78 
steps in Plan B, 98 
training other skills with Plan B, 188, 
197–98, 201–2 
understanding of explosive children, 18