Here is an example of a Problem Solving Chart that was part of her Behavior Plan.
I wanted to post this as something that has benefited Penelope at school. She didn't start using it until last year - due to her very helpful Intervention Specialist who was awesome at helping Penelope breakdown her emotions and figure out the sources. Before that, when she would act out (more severe than what is listed as examples on here), her teachers would just scratch their heads in amazement and not do anything afraid to not handle it correctly and send her back to the hospital.
3 comments:
I like it, but I have some questions!
1. Who helps her figure out the solutions?
2. For that matter how do you decide which problems to write and address?
3. Do you use this at home?
- if not, why not? What do you use instead?
- if yes, can we see an example?
4. How is this working? Does it seem really effective?
Thanks for posting this!
Mary in TX
Hi Mary!
1. In her school it's the Intervention Specialist. This is the teacher that carry's IEP and 504 Plan caseloads. She isn't with Penelope all the time but if there was an issue that was either repetitive or significant enough, it was referred to the IS. It helped regulate Penelope when she was upset to have to use her analytical side of her brain versus her raw emotional side.
2. Oh, usually it was something that either caused Penelope problems in school or a problem that was upsetting for her. Both Penelope and her teachers would decide what was elevated to this written program. Anything more insignificant was handled verbally.
3. You know, it absolutely never occurred to me to use this at home! Sometimes you are just too close to something to think straight. I'll have to think of how I can incorporate this at home. Because, let me tell you, home has been interesting as of late. My methods at home have been hit or miss. I do think it has a better chance of working at school, just because she is more complaint at school - a different kid than at home.
4. It has been very effective at school. Honestly, it is rarely used now because she has learned to regulate herself better and has a better grasp of the expectations of her through it's use. All I hear is how hard she works at school. Her issues are turning in her work on time, and doing her homework. Oh, and tardiness. She is tardy more than she is on-time as of late.
That's one way Kitty and Penelope are different. Kitty rarely has issues at school (except with never turning in homework - although the school has handled that by not giving her any!).
I'll have to think of how we could apply it at home.
Mary
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