296 IndexRichard (child), 7–8
Rickey (child), 256–58
rigidity
as characteristic of explosive child, 3, 6
characteristics of explosive children,
50, 55–56, 59
cognitive flexibility skills, 41, 196–98
dealing with ambiguity, 167
identification of pathways, 41
training other skills with Plan B,
196–98, 202
Risperdal, 238
risperidone (Risperdal), 238
Ritalin, 59, 234
ritualizing, 38–41
road map, Plan B, 251–52
routines, 42–43, 244. See also
predictability of explosions;
unpredictability
ruination, 217
safety issues, 147–50
sarcasm, 217, 223–26
school
alternative day-schools, 227, 229
attitudes about, 54, 199–201, 266
classmates as help in, 260–61, 270
community of learners in, 258–62
as contributing factor to explosions, 245
difficulties at, 51
discipline in, 247–49, 251, 266–69
embarrassment factor at, 169, 244
explosions at, 169, 245–46, 262–70
failure of CPS model, 227, 229
high-stakes testing, 246–47
lack of explosions at, 168–69, 243–45
least restrictive setting legislation, 229
mainstream classroom at, 229, 246
medications, 240
Plan A in, 169, 247, 253, 256–57, 267
Plan B in, 262–70, 273
Plan C in, 253
predictability of explosions, 168–69
social curriculum in, 258–62
social skills, 199–203
training other skills with Plan B,
199–203
See also teachers
selective serotonin re-uptake inhibitors
(SSRI antidepressants), 237
self-esteem, 65, 68
self-regulation, 32
sensory hypersensitivities, 54, 180–83
sensory integration dysfunction, 5
separation of affect, 25, 29–31, 194–95
Seroquel, 238
sertraline (Zoloft), 237
setting goals, 32
setting limits, 3, 9, 109–10, 120, 145–46
sharing, problem of, 203–4
shifting cognitive set, 6–7, 25–27, 50,
53–54, 79, 194–95, 245–46, 263,
270
siblings, 1–3, 16, 20, 47, 58, 75, 168,
205–10, 273
Siblings Without Rivalry (Faber and
Mazlish), 210
skills
as learned, 85
needed to participate in Plan B, 178–88
pathways as skills that need to be
trained, 24, 47
teaching of essential skills through
Plan B, 209
training other skills with Plan B,
188–204
unevenness in development of, 11–12,
46
See also pathways; specific skills
social curriculum, 258–62
social service agencies, 227
social skills
characteristics of explosive children,
53–54, 64
cognitive flexibility skills, 196
identification of pathways, 24, 44–47
impact of behavior on others, 198,
203–4