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What pathways set the stage for explosions?
Each category includes a specific thinking skill:
1. Executive skills
2. Language processing skills
3. Emotion regulation skills
4. Cognitive flexibility skills
5. Social skills
Social skills are considered among the
hardest skills to learn
Provided the child with lots of positive attention to reduce the
desirability of negative attention?
Issued fewer and clearer rules?
Taught the child that compliance is expected and enforced for all parental
commands ? That child must comply quickly because command will only
be repeated once or twice?
Implemented a record-keeping system? (points, stickers, happy faces, etc.)
Track child’s performance on targeted behaviour?
Delivered consequences and rewards such as allowance money and
special privileges- and punishments like time outs and loss of privileges-
depending on child's performance?
Taught the child that you, as a parent, ‘won’t back down’ in the face of
There is a simple equation to
summarize this phenomenon:
Inflexibility + Inflexibility=EXPLOSION
Be sure the other adults in
the child’s life have a clear
understanding of the child’s
It may be necessary to put
some of your parenting
agenda on the back burner,
at least temporarily
There is nothing about CPS
that will have you feeling like
you are a pushover
You may have to come to terms with
the fact that your child is a little
different. For parenting this child,
this means ‘being responsive to the
hand you’ve been dealt’
Another Important Point:
Explosions are actually
1. The first mistake is to think your child’s
behaviour is unplanned and unintentional
when it really isn’t
2.The second mistake is thinking your
child’s behaviour is planned and
intentional when it really isn’t
There are 3 basic skills necessary for kids to
be able to participate with Plan B
...now to identify and
articulate their concerns...
gimme a minute”
“I can't talk about that right now”
“I need help”
“I don’t feel right”
“ This isn’t going the way I thought it would”
“ I don’t know what to do”
“this label is bothering my neck”
...Consider a Range of
solutions to problems
1 of 3 general categories:
1) Asking for help
2) Meeting half way/giving in a little
3) Doing it a different way
happy, sad and of course, frustrated.
USE PICTURES IF YOU NEED TO...
HAPPY, SAD AND/OR FRUSTRATED
frustrated is too complex, angry or
Confused excited bored annoyed...
“I’m so STUDID!!”
“I know you sometimes think
you are stupid, but I don’t
think someone ‘stupid’
could do so well in their
art project, like you did!!’
An explosive child can bring difficulties and challenges
to any family. Even families who might not have major
difficulties in life, if ‘handed’ a challenging child, can
end pulling other huge issues to the surface that may
have otherwise worked themselves out.
But family issues pre-existing the difficult
child, (or run parallel) can complicate or impede
implementation of Plan B.
With an explosive child, it is especially
If these things occur with your child,
the issues need to be addressed.
Sometimes marital therapy might be
Many parents feel like they have no energy
left for anything
We need to make sure
the grandparents are
‘with the program’. If
grandparents are an
integral part of the
family unit they need to
be brought into the loop,
and become part of
They’d be embarrassed
if they exploded at
school in front of
doesn't happen at
The child puts so
into holding it
minute he gets
days tend to be
making it user
Students and teachers
are usually the
wear off by late
afternoon or evening.
Zero tolerance is a very much a
Think about this...
Standard school disciplinary practices
don’t work for the students to whom they
are most frequently applied, and aren’t
needed for the students to whom they are
In other words, the school
discipline program isn’t the reason
well behaved kids act well
behaved. They do it because they
We have little to show for all
suspensions, expulsions, and
You need expertise in these domains:
• Five pathways
• Three plans
• Three steps for doing Plan B
A Plan B road map:
Goal 1: achieve consensus on a given student’s pathways and
triggers. Input from school staff, mental health
professionals and child’s parents
Goal 2: prioritize which problems are to be proactively solved
(triggers) and which skills are to be proactively taught
(pathways) Now you can assign roles for everyone at the
A Plan B road map:
There are no quick fixes
Ensuring good communication
among adults is absolutely
Blaming doesn't help