Index 295executive skills, 25, 28–29
identification of pathways, 25, 28–29,
32–35, 41
identification of triggers, 47, 88–89
importance of development of skills
for, 48, 196
language processing skills, 32–35
list of problems for, 88–89
options/baskets for, 89–95
Plan B in school, 263–65, 269
training other skills with Plan B, 196
unevenness of skills development,
12–13
See also Collaborative Problem Solving
(CPS); solutions; specific plan
problems
clarification of, 113, 123, 171
difficult issues as, 169–75
making list of, 88–89, 119–20, 131
Plan B in school, 251–52
prioritizing of, 251–52
See also defining the problem; problem
solving; triggers; specific problem
Prozac, 237
psychiatrist/psychologist, child, 17, 58,
232–33, 262–70
psychoeducational evaluation, 55, 65
psychologizing, 211–13
pushovers, parents as, 87–88
put-downs, 217
questions about plans, 142–76
quetiapine (Seroquel), 238
ranking system, Plans as, 118–19
rational thinking, 30–31, 38, 41, 81, 98,
- See also irrationality
reactive attachment disorder, 5
real world, and Plan A, 146–47
reasoning, as strategy for managing
behavior, 5
reassurance
cognitive flexibility skills, 197–198
example of Proactive Plan B, 128
factors that cause Plan B to go astray,
133–34
for parents, 128, 215
steps in Plan B, 98, 102, 112–113, 115,
121
as strategy for managing behavior, 5
training other skills with Plan B,
197–198
See also specific problem
rebound phenomenon, 234–35
record-keeping systems, 77
redirecting, as strategy for managing
behavior, 5
refined empathy, 100–3, 106, 165
reflection, 31, 108–9, 178, 187–88
reflective listening, 99–101
reflexive negativity pattern, 29
remedial assistance, 12
remorse, 52, 56, 59–60, 81, 269
repertoire of responses, 198
residential facilities, 228–30
reward/punishment
accountability, 143
characteristics of explosive children,
50–51, 56–57, 60–61
children do well if they can philosophy,
272
as consequence, 74, 78–79, 81
difficult issues, 171
emotion regulation skills, 41
failure of CPS model, 227
identification of pathways, 24, 33–35,
41
language processing skills, 33–35
parents as poor disciplinarians, 16–17
Plan B in school, 261, 264, 267–69
Plan C, 94
as strategy for managing behavior, 3, 5,
77–78
understanding explosive children,
16–17
use of Plan B, 159–61
See also consequences; motivation;
specific problem or child; time-outs