- Paperback: 336 pages
- Publisher: Scribner; 2 Rev Upd edition (September 30, 2014)
- Language: English
- ISBN-10: 1501101498
- ISBN-13: 978-1501101496
- Product Dimensions: 5.5 x 0.9 x 8.4 inches
- Shipping Weight: 10.6 ounces (View shipping rates and policies)
- Average Customer Review: 4.7 out of 5 stars See all reviews (194 customer reviews)
- Amazon Best Sellers Rank: #2,612 in Books (See Top 100 in Books)
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Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them Paperback – September 30, 2014
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From Publishers Weekly
Psychiatrist and Harvard professor Greene follows up The Explosive Child with an in-depth approach to aid parents and teachers to work together with behaviorally challenging students. Greene's philosophy is driven by the recognition that "kids who haven't responded to natural consequences don't need more consequences, they need adults who are knowledgeable about how challenging kids come to be challenging." Greene's "Plan B" system, which is fully and clearly explained in the course of the book, emphasizes identifying challenging behaviors-acting out, hitting, swearing, poor performance in class-and then working with students to find actual, practical ways to avoid them. Helpfully, Greene uses a fictional school for examples, devoting several pages to illustrative anecdotes in each chapter, greatly increasing the material's accessibility. Greene's technique is not fail-proof, principally because it requires the good will and hard work of all participants; a section on implementing Plan B in the face of real disagreement or apathy would have been helpful. However, Plan B has all the qualities of accessibility, logic and compassion to make it a solid strategy for parents and educators.
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved. --This text refers to the Preloaded Digital Audio Player edition.
Zero-tolerance policies in school that take swift and harsh action against children for misbehavior are in danger of attaching labels and stigma to children with behavior problems, according to Greene, psychiatrist and author of The Explosive Child (1998). Greene explores the causes behind the behavior of children who are considered hard to control. He maintains that such children are not acting out of defiance but because they lack the skills to adapt their behavior to school norms. When adults take the time to teach children adaptive skills in increments, they see remarkable improvements in the behavior of these children. Drawing on his experience as a psychiatrist, Greene recounts vignettes of challenging behavior—from crying and whining to avoid tasks to manipulation to disruptive shouting or truculence. These children often have difficulty changing routine during the school day, reflecting on many thoughts at the same time, or managing emotions. Green advises making a checklist of unsolved problems and lagging skills and devising specific plans for addressing them. Accessible advice for parents and teachers concerned about children with behavior problems. --Vanessa Bush --This text refers to the Preloaded Digital Audio Player edition.
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Top Customer Reviews
This book highlights exactly why they don't learn: because they need to be TAUGHT. I couldn't be rewarded or punished into becoming a good chess player, because no matter how many cookies or slaps on the wrist you gave me, I still don't know how to play chess! The same applies to kids who have emotional, behavior, or at-home issues that lie at the root of their frequent "misbehavior." Understanding that, and teaching problem-solving and special behaviors the same way we teach academic skills, is a much more worthwhile and effective way to address recurring behavior issues in students of all ages.
I have worked with so many teachers who cite "motivation" as the reason for a child's behavior problems. I have seen functional behavior analysis forms with checkboxes for "low motivation." What, in fact, is "motivation"? It is one of the those temrs that SOUNDS like it explains something, but it doesn't really explain anything at all. No child WANTS to fail, WANTS to be embarrassed in front of his/her peers, WANTS to go to the principal's office, or WANTS to suspended. As Dr. Greene makes plain: "Children do well if they can." If they can't, it is up to the adults to figure out the skill deficit and teach them the skills they needed.
The education community now realizes that the "wait-to-fail" model does not serve children, but many are confused about how to implement "response to intervention" approaches, especially for behavior problems. The diagnosis doesn't matter; identifying the skill deficits that cause behavior problems does. The skill deficits are similar across diagnostic labels -- oppositional defiant disorder, Attention Deficit/Hyperactivity Disorder, or a learning disability.
This approach is not a cure-all. It is somewhat language-intensive and may or may not be as effectice for children with language deficits. I don't believe that children fail school; I believe our schools are failing our children. This approach can go a long way toward helping schools help the most vulnerable children in our communities.
There are so many dog-eared pages in my book that i am not sure how i am going to compile the big ones to discuss at my next school meeting. I just hope that the school can be open to his ideas.
thank you for giving my child a chance.
UPDATE: if your child is not so explosive at home or gets worse when school is in session-- it's school causing the stress. in the case of our FIVE YEAR OLD, it turned out that he was gifted and bored out of his mind. gifted kids, apparently, become behavioral problems when they're frustrated. we changed his school and he is angelic. there is hope even where you least expect it...