Lost at School (47 page)

organizing of,
247

repeating vs. changing course of,
24

setting limits on,
57

surprise by response to,
15
,
24

aggressiveness,
2
–5,
7
,
12
,
19
,
29
,
38
–39,
167
,
188

alienation,
11

feelings of,
14
,
23
,
29
,
30
,
32
,
47
,
68
–69,
72
,
178
–79,
184

American Psychological Association,
ix

Amstutz, Lorraine Stutzman,
200

anxiety,
7
,
14
,
19
,
20
,
21
,
46
,
167

approval,
34
,
36
,
76
,
198

Asperger’s disorder,
15
,
22

Assessment of Lagging Skills and Unsolved Problems (ALSUP),
27
,
29
,
31
,
32
,
35
–36,
49
,
67
–69,
71
–73,
95
,
113
,
167
,
197
,
207
,
210
,
244
–46,
250
,
251
,
281
,
287
–88

attention deficit hyperactivity disorder (ADHD),
7
,
15
,
18
,
38

attention seeking,
6
,
8
,
12
,
15
,
32
,
36
,
39
,
61
,
198

attention span,
167

autism spectrum disorders,
39
,
169

Beyond Discipline: From Compliance to Community
(Kohn),
186
,
196

biases,
14
,
22

cognitive,
23
,
68
–69,
72

intentionality attributional,
37
,
68
,
77
–78

bipolar disorder,
15
,
21

brain,
39
,
100
,
152
,
185

injury of,
15

Brown-Chidsey, Rachel,
58

bullying,
21
,
33
,
38
,
188
,
218
,
222
–24,
228
–29

cafeteria,
22
,
26

problems in,
38
,
128
,
262

challenging behavior:

connection of lagging skills to,
11
–12,
16
,
17
,
19
,
27
,
31
,
35
,
38
–39,
49
,
97
,
148
,
155
,
252
,
280
–81

connection of unsolved problems to,
25
–27,
49
,
113
,
148
,
166
,
252
,
280
–81

functional analysis of,
see
Assessment of Lagging Skills and Unsolved Problems; functional behavior assessment

at home vs. school,
39
–40

predictability of,
27
–28,
36
,
49
,
67
,
74

reduction of,
9
,
57
,
58
,
75
–76,
87
,
95
,
162

spectrum of,
24
,
25
,
27

talking to kids about,
1
,
31
–32,
33
,
41
–42,
46
–48,
71
,
75
–81,
97
,
105
–12,
114
–25,
127
–47,
149
–51,
158
–60,
163
–66,
173
–74,
177
–79,
203
,
212
–29,
252
–56

challenging kids,
ix
–xii

caring about,
76

demands greater than capacity to respond placed on,
11
–12,
22
,
25
,
37
,
38
,
40
–42,
56
,
62

desire to do well by,
x
,
7
,
10
,
11
,
18
,
36
,
49
,
94
,
280

distraction of other students by,
1
–2,
6
,
7
,
9
,
50
,
51
,
52
,
55
,
56
,
60
,
113
,
142
,
187

dropout rates of,
ix

false assumptions about,
6
,
8
,
10
–11,
12
–13,
17
,
32
,
78
–79

fear of capitulation to,
81
,
234
–35

helping classmates to form more positive views of,
9
,
11
,
184
–229

medicating of,
6
,
21
,
40
,
41
,
166
–67,
179

minimizing impact on classmates of,
9
,
184
–229

physical restraint of,
3
–5,
30
,
48

poor understanding and treatment of,
ix,
6
–8,
10
–13,
148
,
162
–63,
166
–67,
248

remorse of,
41
–42,
106

seeking help from adults by,
133
–34,
138
,
157
,
160
,
168

self-injury of,
144
–47,
172
,
173

slipping through the cracks by,
95

as “the enemy,”
14

understanding perspective and concerns of,
76
–81,
93
–94,
95
,
97
–99,
103
,
114
–19,
129
,
149
,
168

violence and threats of,
2
–5,
7
,
12
,
25
,
27
,
163

see also
lagging skills; unsolved problems

Charles, Pam,
232
–33,
246

Charney, Ruth Sidney,
186

Child Development Project (CDP),
199

choice time,
88

moving to classwork from,
30
–31,
149
–52,
153

circle time,
26
,
117
–18

classrooms:

absence from,
32
,
39
,
128
,
164
,
202
,
253

disruption of,
1
–5,
6
,
7
,
9
,
28
,
50
,
51
,
52
,
55
,
56
,
60
,
113
,
142
,
187

getting along with others in,
5
,
7
,
14
,
19
,
21
,
26
,
29
,
31
–32,
33
,
38
,
40
,
83
,
117
–19,
163
–66,
184
–229

participation in discussions in,
189
,
195
–97,
212
–20

sleeping in,
32
,
189

special education,
x
,
15
,
30
,
197
–98

walking/running out of,
2
–3,
19
,
33
,
43
,
48
,
61
,
71
,
104
,
143
,
146
,
170
,
173

classwork:

completion of,
30
,
33
,
52
,
189

deemphasizing of expectations in,
50
,
52
–53,
56
,
92

difficulty asking for and receiving help with,
30
,
32

difficulty moving from choice time to,
30
–31,
149
–52,
153

failure to understand assignments in,
1
–2,
4
,
32
,
47
,
54
,
60
,
62
,
67
,
69
,
70
,
72
,
83
–84,
88
–89,
96
,
97
,
100
,
102
,
106
–11,
132
,
133
–35,
177
,
178
,
203
,
224
–25

getting started on,
26
,
31
–32,
57
,
84
,
89
,
117

maintaining effort on,
26
,
31
,
33
,
128

working cooperatively on,
22
–23,
26
,
31
–32,
51
,
67
,
72
,
164
–65,
191
–95

cognitive distortions,
14
,
23
,
68
–69,
72

Collaborative Problem Solving (CPS),
56
,
57
–59,
155
–56

core mentality of,
x
,
10
,
37
,
49
,
93
–94,
280
–81

creating collaborative processes in,
xii
,
54
,
75
,
81
–91,
95
–112,
115
–25,
131
–47,
158
,
198
–99

definition of,
50
,
103

facilities and systems making use of,
x
,
197

goals of,
xi
,
50
,
74
–76,
127
,
161
–62

impact of poverty and culture on,
251

language of,
xi

learning and implementation of,
231
–32,
284

other intervention systems compared with,
198
–201

questions and answers about,
198
–201,
248
–52

rejection of,
234
–35,
250
,
284
–86

research on effectiveness of,
59
,
169
–70

RTI and,
58
–59,
199

skepticism about,
103
,
202
,
234
–35,
260

teamwork and patience required in,
xi
,
54
,
85
,
95
,
115
,
246
–47

time-consuming hard work required in,
xi
,
8
–9,
55
,
63
,
75
–76,
90
–91,
103

varying applications of,
280

see also
Plan B

Collaborative Problem Solving (CPS) Plan,
237
,
248
,
250
,
251
,
281

community building,
185
,
186
–87,
200
,
212
–20

conduct disorder (CD),
7
,
38
–39

consequences,
6
–7,
18
,
24
–25,
104
,
130

difficulty considering likelihood of,
14

ineffectiveness of,
7
,
8
,
17
,
18
,
24
–25,
33
,
34
–35,
60
,
94
,
104

logical,
34

natural,
34
,
36

overapplication of,
8

point and level system of,
30
,
31

teaching basic lessons of right and wrong with,
94

see also
punishment; rewards

contingency management programs,
197

crisis management,
53
,
200
–201