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Stage 2: Background Inquiry Gather first‐ and second‐hand background information to determine which issues should figure into the tailored design of a collaborative process.Stage 3: Process Design Develop a provisional process design explaining the logic and outputs of each phase in order to garner participants’ early commitment to the process and the products.
Greene's approach sets forth two major tenets: first, that social, emotional, and behavioral challenges in kids are best understood as the byproduct of lagging cognitive skills (rather than, for example, as attention-seeking, manipulative, coercive, limit-testing, or a sign of poor motivation); and second, that these challenges are best addressed by collaboratively resolving the problems that are setting the stage for challenging behavior (rather than through reward and punishment programs and intensive imposition of adult will).
Parents, family members, care givers, psychologists, social workers, psychiatrists, teachers, teacher's aids, and other service providers get together and decide how to solve the child's problem and enforce it through sheer will or through behaviour plans.
Stage 8: Produce Documents Develop a plan, set of recommendations, or policy document that describes the strategy the group has developed, the rationale for the strategy, and the process by which it was developed.
Stage 9: Executive Review Present and explain the report to the executive or convener in a way that it is understood, accepted, and supported.
This strategy requires that participants understand the logic of each stage of the process in order to build commitment toward a consensus perspective.
Group members engage in clarifying the problem, analyzing potential strategies, crafting recommendations, evaluating draft documents, and delivering a report for which there is a high level of consensus and commitment.
In the beginning, you as a parent or service provider will complete the Assessment of Lagging Skills and Unsolved Problems (ALSUP).
This assessment will be used as a tool to discuss the child’s lagging skills, to pinpoint the situations that are challenging, and to outline the unsolved problems.
Every time the child is asked to do the homework, the child will throw the papers, perhaps sit there and stare at the page, scream, or do anything to not comply with the request at all.
In this situation there could be many reasons ‘why’ the child does not or cannot do his math homework.