"It's hard to imagine any educators, counselors, or parents who
wouldn't benefit from reading this book. And their kids will benefit
even more."
Alfie Kohn
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Have a question for Dr. Greene? Feel free to submit your question using the Contact page.
Dr. Greene answers many questions about his model on his web-based radio programs for parents and educators. All of these programs are archived in the Listening Library on the website of the non-profit, Lives in the Balance. Just CLICK HERE to access a ton of information.
In the meantime, here are a lot of the questions Dr. Greene answers in Lost at School. Just click on a category, then a specific question, and the answer will pop up. Repeat as needed!
If you're unfamiliar with the Dr. Greene's approach, you may want to read the What's Different page first.
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Question: A major premise of Dr. Greene's approach is that challenging behavior is a form of developmental delay. What research supports this idea? Answer
Question: In Lost at School, you point out that kids with behavioral challenges aren’t usually challenging every second of every waking hour. Some kids are challenging at home and not at school, others at school and not at home, and others in both places. If it’s true that the kid is lacking skills, then why would he be lacking them in one place and not another? Isn’t the discrepancy in behavior between home and school proof that he’s choosing to behave one way in one place and another way in the other? Isn’t that a sign that the kid is doing well only when he wants to? Answer
Question: In Lost at School, you say that this model doesn’t require that adults suspend all of their expectations so a kid won’t exhibit challenging behavior. Care to say more about that? Answer
Question: Do you believe in holding kids accountable for their actions? Answer
Question: Shouldn’t I still be using consequences for challenging behavior – even if I don’t think they’re working – so the other kids know I’m taking the challenging behavior seriously? Answer
Question: Is it really fair to expect teachers – who are not trained as mental health professionals – to solve problems collaboratively? Answer
Question: It seems like you think teachers should be all things to all kids.
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Question: Aren’t there some challenging kids who need meds?
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Question: In the research literature, training cognitive skills to kids with challenging behavior often hasn’t fared very well. How is this model different?
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Question: Does this model help with kids on the autism spectrum?
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Question: How does this model differ from other crisis management programs?
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Question: How do poverty and culture impact the effectiveness of Dr. Greene's model?
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Does the this model apply to kids who shoot people in our schools?
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Question: Isn’t this model really just a sophisticated form of battle picking?
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Question: Does this model mean there’s no such thing as setting limits anymore?
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Question: You’ve written that simply communicating an expectation to a kid is not the same thing as using Plan A. Can you explain that further?
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Question: So Plan B doesn’t undermine a teacher’s authority with the other kids in the class?
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Question: It’s a Plan A world. If we’re doing Plan B with a kid, aren’t we setting him up for failure?
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Question: For how long do the adults need to do Plan B with a kid?
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Question: What if the kid doesn’t follow through on his part of the solution? Answer
Question: What if the kid says he doesn’t care about your concern? Answer
Question: Don’t adults’ concerns trump kids’ concerns? Answer
Question: Don’t adult solutions trump kids’ solutions? Answer
Question:What if the only solutions a kid can come up with are consequences? Answer
Question: What if the kid just keeps repeating his original solution? Answer
Question: What if the solutions a kid proposes are not realistic or mutually satisfactory? Answer
Question:I understand the necessity of making sure that a challenging kid has the skills to participate in Plan B. But there are some kids who just won’t talk to me, even though I think they have the skills to do it. Answer
Question: I couldn’t get past the Empathy step because the kid kept saying “I don’t know” when I inquired about his concerns. Suggestions? Answer
Question: I was doing Plan B with a kid in my class and things seemed to be going well for a few weeks but then deteriorated again. What happened? Answer
Question: I’m having trouble imagining doing Plan B with kids younger than 10 years old. Answer
Question: Are there kids Plan B won’t help? Who need to be placed in programs outside of public schools? Answer
Question: Doesn’t helping kids with behavioral challenges take a lot of time? Answer
Question: I’m a classroom teacher, I have 25 kids in my class, I’m the only one in there, and I have a bunch of kids in who are on special education programs and need my attention. When am I going to do Plan B? Answer
Question: Are there some challenging kids who are so volatile and unstable that academics need to be de-emphasized until things are calmer? Answer
Question: Is this model truly realistic in a middle, junior, or senior high school, where kids have multiple teachers who don’t always have a chance to communicate with each other? Answer
Question: If I’m working within a teaching team, how do we determine which of us should be doing Plan B with a given student on a particular problem? Answer
Question: If it’s lagging cognitive skills and unsolved problems that set the stage for social, emotional, and behavioral challenges in kids, what is the fate of the functional behavior assessment (FBA) routinely done in schools to better understand challenging behavior? Answer
Question: Is it safe to assume that you’re not too enthusiastic about zero tolerance policies? Answer
Question: Is this model a good fit with Response to Intervention (RTI)? Answer
Question: Our school system has been implementing Positive Behavioral Interventions and Supports (PBIS). It seems like there are some similarities between this model and PBIS. Is that true? Answer
Question: How do you incorporate this model into an IEP? Answer
Question: I’m a school principal. I’ve been trying to help my teachers use Plan B, and it’s gone pretty well. But I have a few teachers who just aren’t doing it. Advice? Answer
Question: : Do you ever run into school personnel who refuse to participate in learning about the model because it goes outside of what they are paid to do? Answer
Question: I understand the need for parents and teachers to collaborate with each other. But, as a teacher, what if I really can’t get the parents to work with me? Answer
Question: How will I know if our school has “turned the corner” in our treatment of challenging kids? Answer
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