Lost at School (48 page)

crisis prevention,
53
–54,
201

crying,
12
,
19
,
20
,
27
,
29
,
41

Danforth, Scot,
199

detention,
x
,
7
,
17
,
32
,
33
,
34
,
51
,
171
–72,
174
,
201
–2,
260
,
271
–72

developmental delay,
7
–9,
18
,
152

assessing factors in,
8
,
11
–12,
38
–39

providing specialized instruction for,
8
,
9

use of compassion in,
8

see also
lagging skills

Developmental Discipline,
199

diagnoses,
26
,
38
–39

access to specific services with,
15

inappropriate,
21
,
22

usefulness lacking in,
15
,
21
,
22

Differentiated Classroom, The: Responding to the Needs of All Learners
(Tomlinson),
161

differentiated discipline,
160
–61,
189

drilling,
79
–80

drugs, illegal,
101

education:

academic initiatives in,
x
,
xii

love of,
49
,
50

teacher,
x
,
241

see also
classrooms; classwork; schools

Egan, Gerard,
54

embarrassment,
24
,
47
–48,
54
,
60
–61,
62
,
69
,
70
,
73
,
76
,
102
,
106
,
110
,
142
–43,
145
,
146
,
174
,
177
–78,
203
,
250

emotions:

difficulty with management of,
14
,
19
–21,
38
–39,
66
,
68
,
71

“heating up” of,
20

mobilization with,
20

modulation of,
20

separating thought from,
14
,
19
–20,
152

setting aside of,
20
,
152

vocabulary and,
155

empathy,
64
,
200
,
222

fostering of,
232
–33

lack of,
15
,
24
–25,
33
,
39
,
65
,
242

perfunctory,
115
–19,
162
,
241

see also
Plan B, Empathy step in

Engaging Troubling Students
(Danforth and Smith),
199

environments,
15
,
153
,
168
–69

differing norms and expectations in,
16
,
39
–40,
240

school vs. home,
39
–40

shifting among,
16
,
240

Essential Conversation, The: What Parents and Teachers Can Learn from Each Other
(Lawrence-Lightfoot),
240

Explosive Child, The
(Greene),
x

expulsion,
x
,
7
,
17
,
34

504 Plan,
242

frustration,
11

adapting to,
21
,
152

difficulty with response to,
14
,
17
,
19
–20,
29
,
39
,
68
,
93
,
103
,
142
–47

heightening of,
17

parental,
ix
,
6
,
40
–42,
45
–46,
61

predictable problems leading to,
154
–55

functional behavior assessment (FBA),
36
–37

gangs,
101

Gibbs, Jeanne,
186
,
188

Glasser, William,
251

Gordon, Thomas,
200

grades,
249

age and,
56

concern about,
20
,
111
,
120
–21

guidance counselors,
168
,
242

Hamilton, Sandra, vii Heifetz, Ron,
247

homework,
52
,
132

difficulty with completion of,
26
,
75
,
77
–79,
83
–84,
88
,
117
,
128
,
189

parental help with,
133
–34,
138

honesty,
129

hopelessness,
11

Horner, Bob,
198

hyperactivity,
167

see also
attention deficit hyperactivity disorder

hypothesis testing,
117
–18,
154
,
169
,
176
,
181
–83,
210

IEP,
241
,
243
,
250

intelligence,
154

testing of,
30
,
58
,
155

intentionality attributional bias,
37
,
68
,
77
–78

intervention,
58
–59,
94
,
95

alternative approaches to,
198
–201

effective and durable,
15
,
95

focus of,
15

identifying potential avenues of,
25

ineffective,
6
,
37
,
172

interim,
168

proactive and preventive,
198

IQ-achievement discrepancies,
58

irritability,
20
,
21

chronic,
14
,
19

juvenile detention systems,
x
,
127
,
197

Kinscherff, Robert,
281

Kohn, Alfie,
186
,
196

lagging skills,
ix
,
xi
,
xii
,
7
–28,
49
,
62
,
63
,
66
–68,
153
–56

achieving consensus with other caregivers on,
27
–28,
32
,
33
,
35
,
37
,
67
–68

assessing and keeping track of,
27
,
29
–30,
31
,
32
,
33

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

as “excuses” vs. “explanations,”
25

faulty assumptions about,
12
–13

identifying of,
11
,
27
,
29
–30,
32
,
36
,
40
,
49
,
52
,
67
,
68
,
75
,
94
,
100
,
127
,
152
,
154
–56,
200
,
230
,
243

motivation and,
35

prioritizing of,
28
,
29
–30,
31
,
33
,
95
,
230

questions and answers about,
36
–40

teaching of,
9
,
25
,
28
,
35
,
37
,
49
,
50
,
57
,
75
,
104
,
128
,
148
,
149
,
152
–60,
162
,
187
,
197
,
198
,
200
,
243

language:

developing rudimentary vocabularies in,
154
–56

difficulty with expression of,
14
,
18
–19,
29
,
31
,
33
,
39
,
46
,
68
,
71
,
143
,
153
–56,
162
–66,
169
,
176
,
177
–78,
182
–83

difficulty with understanding of,
14
,
39
,
68
,
71
,
176
,
181
–82

profane or threatening,
2
–4,
19
,
20
,
24
,
27
,
30
,
31
,
33
,
42
,
48
,
60
,
79
–80,
122
–23,
140
–41,
164
,
260

teaching effective articulation of,
19
,
154
–56,
163
–66

testing and assessment of,
19
,
30

written,
75
,
123
–25

language-processing disorders,
7
,
18
–19,
39

language therapy,
176

Lawrence-Lightfoot, Sarah,
240
,
242

leadership,
230
,
231
,
246
–47

Leadership Without Easy Answers
(Heifetz),
247

learning communities,
238
–39,
248

learning disability,
21
,
58

nonverbal,
22
,
39

see also
lagging skills

Love and Logic
program,
200

lying,
39

Maine Juvenile Justice Advisory Group,
59

medication,
6
,
166
–67,
179

cessation of,
41

effective use of,
167

ineffective use of,
41
,
167

overprescription of,
21
,
166

parents’ concerns about,
167

Mellett, Judy,
200

mental health professionals,
45
–48,
54
,
59
,
62
–63,
65
–71,
95
,
168

mental illness,
13

“might makes right,”
57

mood disorders,
7
,
39
,
167

motivation:

adaptive behavior and,
11
,
18
,
35
,
37

maladaptive behavior and,
10
–11,
35
,
36
,
37

strategies based on,
35

National Institutes of Mental Health,
59

No Child Left Behind,
58
,
258

Nonviolent Communication (NVC),
200

obsessive-compulsive disorder (OCD),
167

Open Circle Curriculum: Reach Out to Schools Social Competency Program,
186

oppositional defiant disorder (ODD),
7
,
15
,
38
,
39

parents,
4
–6,
146
–47

blaming of,
ix
,
6
,
13
,
26
,
40
–41,
64
–65,
70
,
246
,
249
–50

desire to play an active role by,
27
,
135
,
177
,
204

expectations of,
50

false assumptions about,
6
,
13
,
26
,
40

frustration and desperation of,
ix
,
6
,
40
–42,
45
–46,
61

helping with class assignments by,
133
–34,
138

relations of school personnel and,
ix
,
x
,
4
–5,
28
,
45
–48,
59
–64,
134
–35,
202
–4,
239
–46,
256
–58

Plan B,
50
,
53
–55,
70
–71,
74
–92,
96
–99,
149
–60,
203
–4,
207
–9,
233
,
248
–49,
267
–71