Index 287consequences, 75–78, 82
considering range of solutions, 186
defining the problem, 104–6
description of Plan B, 272–73
dropping of (Plan C), 90, 92–95,
117–18, 120, 272
imposing own (Plan A), 272
misconceptions about Plans, 117–18
need for consensus between parents,
218
options for helping child meet, 272
options for problem solving, 89–90,
118–21, 272–73
Plan B in school, 259– 60
of progress using Plan B, 158–59
ranking of Plans, 118–19
siblings, 206, 208
skills necessary for child to participate
in Plan B, 186
standard approach to behavior
management, 75–78
for teachers, 246–47
unrealistic, 177, 216–17
See also specific plan or problem
explaining, as strategy for managing
behavior, 5
explanations for explosions, 14–15,
18–20, 46, 62–63, 75–83, 86,
143–44, 271–72. See also
conventional wisdom
explosions
child’s reactions to, 52, 56–57, 59–60,
80–81, 261
chronic patterns of, 46
decrease in frequency and duration of,
158–59, 207, 272
description/characteristics of, 2–3, 20,
91
explanations for, 14–15, 18–20, 24,
46, 62–63, 75–83, 86, 143–44,
271–72
homework as common cause of,
252–53
Plan B as approval of, 145–46
as planned, intentional, purposeful,
14 –15, 76, 80–81, 162
as providing important information,
151
reasons for, 17–18
residual, unsafe, 159
“safety issues” in midst of, 149–50
at school, 245–46
what to do for, 151
explosive children
being afraid of, 58
characteristics of, 2–3, 6–8, 20, 49–72
description of difficulties by, 18–20
differences between other children and,
6–8
as embarrassment to parents, 4
explanations for behavior of, 14–15,
18–20, 24, 46, 62–63, 75–83, 86,
143–44, 271–72
as failure to progress developmentally,
14–15
fear of, 3–4
importance of understanding needs of,
46
matching explanations and
interventions to needs of, 75–83, 86
misdiagnosing, 5
need for understanding of, 9–10,
15–21, 23, 86–87, 175–76
taking behavior personally, 76
uniqueness of, 88
See also specific child, problem, or
topic
extremely short fuse, 231, 238–41
Faber, Adele, 210
fairness, 207–8, 260–62
families
communication patterns in, 205,
210–18, 221–26, 273
examples of problems in, 221–30
failure of CPS model, 226–30
grandparents/relatives in, 206, 220–21
help for, 210