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24 Comprehensive Understanding

This article is concerned with addressing the differences between children with developmental difficulties who manifest behavior problems and those whose behavior IS the disability. Since the traditional Functional Behavioral Assessment has been developed and oriented towards the former group and the ‘mental health’ assessments have little meaning other than establishing a diagnosis, we offer here some suggestions as to how to improve the assessment methodology.

23 Transformational Ideas

A person always makes decisions that at the time they consider to be in their best interest. Thus, when people have obvious problems in living, it should be apparent that their ‘inner logic’ is flawed. To help identify a flawed inner logic, it is necessary to help the individual articulate his/her own goals, personal preferences and desires and to seek to understand the barriers to achievement.

22 Reflective Openness

This article discusses guidelines to group decision making behaviors. If you believe that your solution is right, you cannot proceed. If you believe that your solution is best, it can be improved. Ruthless compassion brooks no compromise in both sharing one’s feelings and views and being open to having those views change.

21 Editorial on Promotivation

It was easy to have promotion of myself as a motivation; leaving the impression that working with gang kids [or later with people with schizophrenia] was dangerous when, in fact, it is not. ‘Setting people straight’ was a rather self defeating social strategy as others soon lost interest when they found out that you weren’t James Bond incarnate, facing evil at every turn.

20 Helpful Communication

Since human services provided to people with problems in living are contingent upon the sharing of information, it is surprising how little concern has been shown in regard to our words. If we intend to help people help themselves, it is imperative that we examine closely our words. We need to examine truly our own mental schema and evaluate how much we believe these terms. If thinking controls behavior and communication is a behavior, we must posit that the use of words has at least some bearing on our belief system.

19 Communicating

Two people enter an elevator. They do not look at each other and they do not talk. Do they communicate? Sure they do. Each is appraising the nuances of body language of the other – they may attempt to give meaning to the lack of eye contact and talk based on the other messages on the nuances of posture and behavior. If this is true, communication between parent [or any other significant adult] and child is of major importance. This discussion concerns forms of communication and way to improve social competence outcomes in children.

17 The Problems With Psychiatric

It should be clear that psychiatrists consistently use the term [psychiatric] inappropriately. The question is what is the purpose? Any reasonable reader should be able to sense the self-promotion that occurs in writing by psychiatrist. By attaching the psychiatric label to things, they try to indicate ownership, however inappropriately. My favorite is psychiatric rehabilitation. While I certainly agree that most psychiatrists need to be rehabilitated, I don’t think this was the intent.

16 Chief Yellow Toe and the Wonderful Behavior Plan

In creating a behavior plan, it is not sufficient to simply construct appropriate goals and expect that the child will even attempt to accomplish them; even when the child expresses a desire to reach the goals. Even providing reinforcements may not be sufficient to overcome what might appear to be impulsive or willful behavior, but may be neither.

15 Enhancing Positive Behavior Supports

While fully supporting the construct of positive behavior systems and the corollary functional behavior assessment, the author demonstrates the continued failure of all child-serving systems to address the behavior issues of children whose distorted way of thinking interferes with competent social performance. In order to address this class of children, they suggest that positive behavior systems be enhanced to positive cognitive behavior systems, indicating the social learning roots and scientific step-by-step approaches continue, while a new area of assessment and consequent intervention becomes available.

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