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ALSUP q LAGGING SKILLS UNSOLVED PROBLEMS

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UNSOLVED PROBLEMS GUIDE:
Unsolved problems are the specific expectations a child is having diculty meeting. Unsolved problems should be free of maladaptive
behavior; free of adult theories and explanations; “split” (not “clumped”); and specific.
LAGGING SKILLS UNSOLVED PROBLEMS
q
Diculty handling transitions, shifting from one mindset or task
to another
q
Diculty doing things in a logical sequence or prescribed order
q
Diculty persisting on challenging or tedious tasks
q
Poor sense of time
q
Diculty maintaining focus
q
Diculty considering the likely outcomes or consequences of
actions (impulsive)
q
Diculty considering a range of solutions to a problem
q
Diculty expressing concerns, needs, or thoughts in words
q
Diculty managing emotional response to frustration so as to
think rationally
q
Chronic irritability and/or anxiety significantly impede capacity
for problem-solving or heighten frustration
q
Diculty seeing “grays”/concrete, literal, black & white, thinking
q
Diculty deviating from rules, routine
q
Diculty handling unpredictability, ambiguity, uncertainty, novelty
q
Diculty shifting from original idea, plan, or solution
q
Diculty taking into account situational factors that would
suggest the need to adjust a plan of action
q
Inflexible, inaccurate interpretations/cognitive distortions or
biases (e.g., “Everyone’s out to get me,” “Nobody likes me,”
“You always blame me, “It’s not fair,” “I’m stupid”)
q
Diculty attending to or accurately interpreting social cues/
poor perception of social nuances
q
Diculty starting conversations, entering groups, connecting
with people/lacking other basic social skills
q
Diculty seeking attention in appropriate ways
q
Diculty appreciating how his/her behavior is aecting others
q
Diculty empathizing with others, appreciating another
person’s perspective or point of view
q
Diculty appreciating how s/he is coming across or being
perceived by others
q
Sensory/motor diculties
HOME EXAMPLES
• Diculty getting out of bed in the morning in time to get to school
• Diculty getting started on or completing homework (specify assignment)
• Diculty ending the video game to get ready for bed at night
• Diculty coming indoors for dinner when playing outside
• Diculty agreeing with brother about what TV show to watch after school
• Diculty with the feelings of seams in socks
• Diculty brushing teeth before bedtime
SCHOOL EXAMPLES
• Diculty moving from choice time to math
• Diculty sitting next to Kyle during circle time
• Diculty raising hand during social studies discussions
• Diculty getting started on project on tectonic plates in geography
• Diculty standing in line for lunch
ASSESSMENT OF LAGGING SKILLS
& UNSOLVED PROBLEMS
CHILD'S NAME _______________________________________________________________ DATE ________________
INSTRUCTIONS: The ALSUP is intended for use as a discussion guide rather than as a freestanding check-list or rating scale. It should be
used to identify specific lagging skills and unsolved problems that pertain to a particular child or adolescent.
If a lagging skill applies, check it o and then (before moving on to the next lagging skill) identify the specific expectations the child is
having diculty meeting in association with that lagging skill (unsolved problems). A non-exhaustive list of sample unsolved problems is
shown at the bottom of the page.
ALSUP
livesinthebalance.org
REV 060417
FOSTERING COLLABORATION • TRANSFORMING LIVES• INSPIRING CHANGE
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Completed 1 October 2020

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