A new Approach for Understanding and Parenting Easily Frustrated
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The Explosive Child A New Approach for Understanding and Parenting Easily Frustrated, Chronically I ( PDFDrive )
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See also consequences; motivation;
specific problem or child; time-outs 296 Index Richard (child), 7–8 Rickey (child), 256–58 rigidity as characteristic of explosive child, 3, 6 characteristics of explosive children, 50, 55–56, 59 cognitive flexibility skills, 41, 196–98 dealing with ambiguity, 167 identification of pathways, 41 training other skills with Plan B, 196–98, 202 Risperdal, 238 risperidone (Risperdal), 238 Ritalin, 59, 234 ritualizing, 38–41 road map, Plan B, 251–52 routines, 42–43, 244. See also predictability of explosions; unpredictability ruination, 217 safety issues, 147–50 sarcasm, 217, 223–26 school alternative day-schools, 227, 229 attitudes about, 54, 199–201, 266 classmates as help in, 260–61, 270 community of learners in, 258–62 as contributing factor to explosions, 245 difficulties at, 51 discipline in, 247–49, 251, 266–69 embarrassment factor at, 169, 244 explosions at, 169, 245–46, 262–70 failure of CPS model, 227, 229 high-stakes testing, 246–47 lack of explosions at, 168–69, 243–45 least restrictive setting legislation, 229 mainstream classroom at, 229, 246 medications, 240 Plan A in, 169, 247, 253, 256–57, 267 Plan B in, 262–70, 273 Plan C in, 253 predictability of explosions, 168–69 social curriculum in, 258–62 social skills, 199–203 training other skills with Plan B, 199–203 See also teachers selective serotonin re-uptake inhibitors (SSRI antidepressants), 237 self-esteem, 65, 68 self-regulation, 32 sensory hypersensitivities, 54, 180–83 sensory integration dysfunction, 5 separation of affect, 25, 29–31, 194–95 Seroquel, 238 sertraline (Zoloft), 237 setting goals, 32 setting limits, 3, 9, 109–10, 120, 145–46 sharing, problem of, 203–4 shifting cognitive set, 6–7, 25–27, 50, 53–54, 79, 194–95, 245–46, 263, 270 siblings, 1–3, 16, 20, 47, 58, 75, 168, 205–10, 273 Siblings Without Rivalry (Faber and Mazlish), 210 skills as learned, 85 needed to participate in Plan B, 178–88 pathways as skills that need to be trained, 24, 47 teaching of essential skills through Plan B, 209 training other skills with Plan B, 188–204 unevenness in development of, 11–12, 46 See also pathways; specific skills social curriculum, 258–62 social service agencies, 227 social skills characteristics of explosive children, 53–54, 64 cognitive flexibility skills, 196 identification of pathways, 24, 44–47 impact of behavior on others, 198, 203–4 Index Plan B in school, 258–62 prior experience, 198 reflection on outcomes of solutions, 187 skills necessary to participate in Plan B, 187 training other skills with Plan B, 196, 198–204 unevenness of skills development, 14 See also cues, social; friendships solutions anticipating outcomes of, 194 asking for help, 183–86 bad, 109 categories of, 183–86 cognitive flexibility skills, 197 communication patterns in families, 213 considering/exploring a range of possible, 109, 169, 178, 183–88, 194, 275 CPS as model for use with all children, 275 defining the problem, 104–6 detailing of, 165–67 doable/realistic, 108–9, 110, 118, 120, 132–133, 139, 141, 156, 178, 187–88, 256 doing it a different way, 183–86 durable, 109, 119, 121, 131–32, 151, 169, 256 factors that cause Plan B to go astray, 132 following through on agreed-upon, 156, 187 ingenious, 108–9 invitation, 106–22 meeting halfway/giving a little, 183–86 mutually satisfactory, 90, 109–10, 118, 120, 132–133, 139, 141, 145, 155–156, 178, 187–88, 213, 256, 259, 275 Plan A, 109 297 Plan B in school, 256, 259 predetermined, 109, 132 ranking of Plans, 118 thinking through, 194 training other skills with Plan B, 197 See also invitation; problem solving special education, 229, 246, 249 coordinators for, 262–70 speculation, 211–13, 222–223, 225–26 SSRI antidepressants, 237 stepping up to plate, 144 Steve (child), 12 sticker charts, 3, 29, 73, 77 stimulants, 234–35 strategies. See conventional wisdom; interventions Strattera, 235 structure, 168–69, 194, 244 “stupid” problem, 199–202 suicide, attempted, 65, 67–68, 70 summer camp problem, 137–39 supermarket problem, 94–95 surrogate frontal lobe, 96–97, 110, 186–188 swearing problems, 191–93, 208–9 swimming lesson problem, 115–17 tags, clothing, problem about, 181–83 taking responsibility for actions, 145 talking through third person, 217 teachers creating a community of learners, 258–62 expectations for, 246–47 expertise of, for dealing with explosions, 169, 243, 246, 251 explosive children as misunderstood by, 245 feedback from, 202–3, 240 medications, 240 Plan B in school, 249–50, 259–60, 262–70 as role models, 259 time constraints of, 250, 260 298 Index Tegretol, 238–239 television scenario, differing reactions to, 6–7 Tenex, 236 testing, high-stakes, 246–47 thinking skills characteristics of explosive child, 6 considering a range of possible solutions, 183 identification of pathways, 24–25, 44 importance of development of, 48 lack of, 85, 272 medications, 231–32 pathway, 85 residential facilities, 228 skills necessary for child to participate in Plan B, 183 social skills, 44 See also black-and-white thinking; clear thinking; executive skills; flexibility; frustration tolerance; gray thinking; irrationality; rational thinking tics, 47, 64, 68, 234, 236 tightly wrapped factor, 244 time-outs, 3, 29, 73–74, 77, 79, 90, 161–62 timing, for Plan B, 97 Tofranil, 236 Tourette’s disorder, 5, 8, 64 Trent (child), 166–67 triggers case studies about, 49–71 definition of, 47–48, 272 examples of, 47, 95, 122 explosions as means of providing information, 151 identification of, 47–48, 54, 57–58, 63, 70–71, 88, 168, 177, 251 Plan B in school, 251–52 Plan C, 95 progress using Plan B, 159 See also specific trigger or problem unpredictability characteristics of explosive children, 7–8, 57 cognitive flexibility skills, 196 differences between other children and explosive children, 7–8 training other skills with Plan B, 196 See also predictability unprotected sex problem, 172–75 valproic acid (Depakote), 238–39 vocabulary of feeling words/emotions, 188–90 See also language processing skills waffle episode, 1–10, 274–75 wavelength, being on same, 87 Wellbutrin, 235–36 who’s boss, 15, 30–31, 83, 86, 228 withdrawal, as characteristic of “implosive” children, 6 working things out with child conventional wisdom, 96 See also Plan B; Collaborative Problem Solving Zoloft, 237 Zyprexa, 238 |
