Collaborative Problem Solving (CPS) is an approach to understanding and helping children with behavioral challenges originated by Dr. Ross Greene. The CPS model views behavioral challenges as a form of learning disability or developmental delay -- in other words, behaviorally challenging kids are lacking crucial cognitive skills, especially in the domains of flexibility, frustration tolerance, and problem-solving -- and seeks to create fundamental changes in interactions between kids with behavioral challenges and their adult caregivers by having caregivers engage kids in solving problems collaboratively. Dr. Ross Greene is the author of The Explosive Child and the founder of Lives in the Balance. Think Kids uses Collaborative Problem Solving and works out of MGH Hospital in Boston, MA. Here is the document we will use to think about a child. Kids do Well if They Can is an amazing article that helps you rethink problem behaviors.
Behavior is a symptom of a lagging skill deficit and an unmet classroom expectation (academic, behavior, social). Our job is to identify the skill deficits and provide opportunities to learn so the behavior decreases and the child is better able to meet the classroom expectations. Share a successful strategy in increasing appropriate behavior.
34 Comments
Elysee & Oritz
4/14/2014 02:02:26 pm
I think a great strategy that I utilized was to change my way of thinking. I have had students that have had severe behavioral issues every thing from injuring adults and children with hitting and choking to self injurious behavior head banging and noncompliant behavior. I have implemented behavior charts, time outs, and rewards systems. My approach was to utilize the above to simply have a system in place. However, through trainings and experience as a teacher I started off this year wanting to really empower my students in their emotions. I think that if students become aware of their emotions and find ways to manage them from early on they will hopefully have less behavior issues. So I came to the above realization and decided to approach this year with empowering my students and giving them techniques on what to do when their emotions result in behaviors that are not acceptable (yelling, hitting, etc). I implemented my behavior chart system and everyone was aware of it students, parents, all the teachers that would be in contact with the students. Also, I have a bin of items that students can go to when they feel their feelings are getting out of control. The bin has a mirror, stuffed animals, stress toys, timers and a techniques on a card to remain calm. I also try and validate the students feelings, then give them suggestions on how they could have handled a situation in a more controlled manner. I also praise anytime they employ these techniques and have control over their emotions then in turn lessening unwanted behaviors. So the biggest change in managing behaviors was my reaction to these behaviors.
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4/22/2014 06:16:38 am
I think it is so important to empower your students and address their emotions and how it impacts their performance in class and most important how it impacts their peers and adults daily. Children can learn to use functional communication in place of their outbursts and tantrums. Simply by working with them and pointing out their feelings/behaviors and why they may be feeling/behaviong this way and what is an appropriate alternative to that behavior.
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kamini williams
5/13/2014 01:09:01 pm
Paula I totally agree with you that children fully understand and most time are sympathetic. I also learn that we need to always have the skills and tools readily available to address their emotions.
Theresa Loliscio
5/6/2014 11:05:00 am
I think what you're saying is so important. Sometimes people just try to control the behavior but forget what is really causing the behavior. Negative behaviors in the classroom aren't all malicious, especially with our young age group. Getting to the emotions of the students and the core of what is causing the behaviors is so important!!
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kamini williams
5/13/2014 01:15:25 pm
Theresa, thats a grea point, and sometimes I admit that it can be trying.
carol harrington
5/27/2014 03:59:21 am
Theresa, that is well said. When the student is calm, we need to take the time to find out the "what's up" with a student who is causing the behaviors. Those few minutes of listening can direct future interactions.
Allie Bledsoe
5/10/2014 10:44:28 am
We have also made a calm down area in our room with the same types of items, stuffed animals, things to squeeze, drawing materials etc. How do you manage the transition to that area? Does a student request it or do you lead them there?
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Katie Doherty
4/16/2014 03:31:31 am
I have several different behavior programs already established in my classroom (ie. earn 5 stars and get time with the ipad or another preferred activity). I also use alot of positive reinforcement on a daily basis. Another thing that I do is try to use more visuals rather than talking when trying to redirect a students behavior.
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4/22/2014 06:30:05 am
Nonverbal gestures and visuals followed immediately with positive reinforcement after the child responds with the appropriate response is empowering our students to be independent and to self regulate their own behavior. The more verbal commands we deliver to children the harder it is to fade the verbal prompt. Children become prompt dependent if they often receive verbal commands of what they should do. Using visuals and nonverbal gestures along with positive reinforcement are powerful techniques to promote children's independence with routines as well as initiating learning tasks.
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Lesley Lehane
4/25/2014 01:18:26 pm
Very well said Paula. I once learned from a behavior specialist who observed one of my classes, that many students love to argue with adults (I wish I knew this before I had kids!). If we argue with them, then we are actually rewarding their behavior. The behavior specialist recommended that we give one verbal prompt, and then we move to non-verbal prompts. I found this strategy to be highly effective with my students.
Elysee & Ortiz
5/6/2014 04:45:23 am
Lesley I think I caught on to that a quickly. Some students really enjoy the back and forth of an argument and turning questions back onto us. HA. With that being said I try and keep my responses to behavior issues short cold and nonreactive for the most part.
kamini williams
5/13/2014 01:23:43 pm
This is great to know as we continue to work on how to approach our students during their emotional outburst. I have observed that children will respond in a more positive manner with non-verbal and visual than verbal instructions.
carol harrington
5/27/2014 03:51:52 am
Lesley, I could not agree more with your statement that some students just enjoy arguing with adults. The more direct and less verbal we are in our directions and corrections, the less opportunity for a continued argument. It lets the child know that we are not negotiating.
Elysee & Ortiz
5/6/2014 04:44:00 am
Katie it is so important to use positive reinforcement for the small and big on target behaviors and all the other behaviors in between. I think I am heavy on verbal and not so heavy on visuals. I like the idea that you use visuals. I would love to see what some of your visuals are. Reaction is a huge part in any one's behavior. Behaviors that are both positive or negative are affected by the reactions of others. I love the idea of a class emotions book. I may try that for next year. I really think a social emotional program is a valuable thing when implemented in a classroom. It truly is helpful for the students in learning to talk things out.
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kamini williams
5/13/2014 01:35:31 pm
Ms. E. in rsponse to your observation, some of the prompts which we use the velcro charts, with pictures of , quiet mouth, sit criss crossed, raise quiet hand,etc.
Allie Bledsoe
5/10/2014 10:48:28 am
Emotion charts have been very important for one of our students. He will calm down very quickly when looking at a chart of different faces. He likes to point to the face that shows how he feels. We will often write something about what made him feel that way (he dictates to me) . Usually by the end of the writing he is pointing to the happy face and wants me to draw it at the end of the page.
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Jennifer and Lucy
5/14/2014 06:28:10 am
Allie, I love love love the idea of using emotion charts!!! Many of our students at the Higginson have a hard time communicating verbally with words about how they are feeling. It also reassures him or her that its ok to feel that way. That whatever he is feeling is an emotion that we all get. I worked with a teacher 2 years ago who used it and most of the students when asked how they felt would point to the emotion that best described how they felt and it brought reassurance.
Lesley Lehane
4/25/2014 01:07:45 pm
I agree with Aliberthe and Katie - the idea that we, as teachers, should not over react when a student is in a behavioral crisis. I taught middle school at a private school for students diagnosed with autism and emotional disabilities. One day one of my students picked up a chair in the cafeteria, lifted it over his head, and was ready to launch it at me.(I had told him that he owed me two minutes of recess time because he ran ahead of the class.)
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Jennifer and Lucy
5/4/2014 10:29:40 pm
Lesley, I am so glad that you shared that story of one of your students almost attempting to throw a chair at you. I love the fact that you didn't flip out and that you stayed so calm and reminded him that he doesn't really want to do that. It kind of reminds me of a hostage negotiation where the cop has to calm the perp down so he can release the hostage. It's exactly the same circumstance. I think they way you handled yourself shows that by staying calm and validating the students feelings, but still showing authority, deescalates a situation. I did the same thing when one of our students was upset with another student. I saw him go to pull the chair out from another student because he was upset, (not at that particular child but for another reason) so I moved the chair very calm and collected. He noticed and went to go hit me but I held on to his hands and said do you really want to do this, do you really want to hit me and he responded no. He still had to get taken away from the situation to let out his frustration but just like your situation he didn't end up lashing out.
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Elysee & Ortiz
5/6/2014 04:46:54 am
Lesley your story reminds me of my middle school experience in Upstate NY with students in an alternative school for students with emotional and social issues. One kid tried to push me down some stairs by lunging at me and another threw a rock threw our classroom window. Oh those middle schoolers sealed the deal on my wanting to teach that age group. However, I must say that what was important during those times was to remember to be aware of what the individual students were capable of and just react to them in ways that wouldn’t harm you or them and that will hopefully deescalate the situation.
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5/13/2014 01:44:43 pm
Lesley, thats a great example of staying calm, but, also trusting that the good relatiionship that you built with this student worked in your favor.
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Jossie Mar Bailey
6/9/2014 10:50:25 am
"If you develop good trusting relationships with students who have significant emotional disabilities, then they are more likely to follow your directions when they become emotionally disregulated."
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Lesley Lehane
4/25/2014 01:34:05 pm
I do like Ross Greene's book, Treating Explosive Children." I found his technique of collaborative problem solving to be very effective (I wish I read this before I had kids), particularly with students who have Post Traumatic Stress Disorder, and who are oppositional defiant. I have to admit that I have modified his recommendations. I do the first step of moving in with empathy ("I understand you feel..."), then I do the second step, which says to present the problem to the child ("The problem is that..."). It's the final step that I tend to skip over. In this step we are
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4/26/2014 12:58:20 am
Yes Lesley I agree, I do like Ross Greene's book, Treating Explosive Children." Thank you for sharing this book.
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4/26/2014 01:13:33 am
I also find the first step of moving in with empathy ("I understand you feel..."), helps the child to refrain from arguing, stops and breathes. By expressing to the child that you understand he is upset sets a moment for the child to feel that you are here to help and support him or her.
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Jennifer and Lucy
5/4/2014 10:22:46 pm
After reading the article titled "Kids Do Well if They Can," I realized that at some point I had identified a child with behavior problems with all of the examples they gave. Like she is manipulative, or lack of support from parents or even he just wants attention. By doing this I think that I was trying to find a "diagnosis" for his behavior instead of looking at why the behavior was happening like they said in the article. With that said, a behavior strategy we utilize is exactly what Ms. Elysee and Ms. Ortiz said, empowering students as to why they are feeing they way they feel at a certain time and why they chose to act out. If a child does present a challenging behavior we try not to bring attention to it and when the child has calmed down we discuss with the student why he or she acted like that and what they can do in the future to react in a more positive way. Many times, if a student has trouble verbally communicating what they might be having difficulty with I will ask he or she to draw a picture and then I can look at it.
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Elysee & Ortiz
5/6/2014 04:47:45 am
Response 4:
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Theresa Loliscio
5/6/2014 11:19:42 am
I've dealt with many different types of behaviors during my time as an SLP. I also have a unique situation because I only have the students for 30 minutes at a time (other than helping teachers create behavioral systems in the classroom). However, because all of my students are on IEPs, the behaviors typically have to do with an outside factor (e.g. a diagnosis of autism, frustration with language delays, etc.). Figuring out the root cause of the behavior is the most important thing that I can do. WIth my students with autism, I've learned that using visual schedules to reinforce that the non-preferred activities precede the preferred activities is crucial. Also reminders that preferred activities (e.g. train time, free choice time, stickers, etc.) needs to be earned motivates students to persevere through the non-preferred activities. With my students with language delays, it is really important for me to remember their strengths and weaknesses and try to scaffold appropriately during sessions. This past week I had a student become extremely frustrated due to his severe dyslexia; he wasn't able to write as quickly as the other students and he ripped up his paper and left the classroom. Upon speaking with him once he calmed down, he said he was frustrated because the other students could complete the task quicker than him. I told him that next time I can scribe for him and assured him that when he feels frustrated he can express it to me and we can figure out a plan.
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5/10/2014 03:32:47 am
The deep breathing technique is important for a lot of students. Our students have difficulty de-escalating and deep breathing is a technique that they can be taught to use independently to calm down. The students in Room 103 have been viewing a video with Elmo and Common called "Belly Breathe". It encourages children to work with their "inner monster" by breathing intentionally and deeply. There is an accompanying song that the children seem to love. Perhaps we should post a visual of Common and Elmo practicing the "belly breathe" in our relaxation areas. Also we could carry along this visual to other settings to use as a visual prompt to encourage children who have difficulties self regulating in other settings. We could also discuss this with Miss Denise and ask her to incorporate it into the yoga routine.
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kamini williams
5/13/2014 01:54:59 pm
I use a method which Richard taught us, (acompanied with visuals as you also perform the actions)
carol harrington
5/27/2014 04:54:14 am
Allie, I am so glad you like the "Belly Breathe" song and the kids are using it. You have done such important work this year with your students, helping to teach them how to handle their wide range of strong emotions and use their words and pictures to help them to communicate what they are feeling.
carol harrington
5/27/2014 05:12:35 am
After being a classroom teacher for a long time, I have had to find a new way this year to handle difficult behavior. What worked previously as a teacher with one class did not always work with small groups in different settings. Of course, the best way to control behavior is to prevent the difficult behavior as much as possible. I aim to structure my groups with the accomodations and modifications as needed, so that all students can be successful and access the curriculum. And rewards such as using the "magic" bingo wands or race cars to segment sounds have helped to motivate students and keep them on task. Routine and structure is important even in a small group, so students know the expectations. I am posting a visual schedule of tasks with individuals and groups so that students have a better sense of time and accomplishments.
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Jossie Mar Bailey
6/9/2014 10:43:30 am
Due to not being a teacher within the classroom setting I am currently in I cannot place behavior modifications on students but I will speak about my past experiences and how they can help me in the near future.
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Michele jacobson
8/7/2023 04:34:21 am
Hi; I have a student that was mine in PreK. He defiantly may be on spectrum but has not been diagnosed. He has been in speech since age two. He did parroting and patrolled play. His mother went into kindergarten 3 days a week to keep him up at school. He does have iep. He needs an assistant but they will not give him one. I feel if he had behavior with his slow learning he would get one. The school is denying him one for first grade. He is 7 entering in grade 1. What can this parent do so her child does not get lost in the system? We live in MI. Thank you michele jacobson
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