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Trigger&or&
Expecta.on&
Challenging
Behavior&
Sufficient&
Skill&
Adap.ve&
Behavior&
Lagging&
Skill&
Collaborative Problem Solving Assessment and Planning Tool
Child’s Name __________________________________________ Date __________________
Part 1: Identifying Triggers/Expectations, Lagging Skills, and Challenging Behaviors
PLAN%(complete%in%Part%2)%
TRIGGERS/EXPECTATIONS%%
!%These% are%the%demands%that%the%child%is%having% a%
hard% time%meeting.%
!%They% are% the% triggers,% expectations,% precipitants,%
antecedents,%situations,%or
%
contexts%that%can%lead%to%
challenging%behavior.%
!%When% making% your% list,% describe% the% who,% what,%
when%and%where.%Be%specific!%
LAGGING%SKILLS%%
!%Lagging% skills% are% the% reasons% that% a% child% is% having%
difficulty% meeting% these% expectations% or% responding%
adaptively%to%these%triggers.%%%
!%Take% a% guess% at% which% specific% lagging% skills% are%
contributing% by% looking% at% the% list% of%
triggers/expectations,% and% referring% to% the% Thinking%
Skills%Inventory%on%the%following%pages.
%
CHALLENGING%BEHAVIORS%%
!%These%are%the%observable,%challenging%behaviors%that%
often% bring% up% the
%
greatest% concerns% for% adults% and%
parents.%%
!%% Examples% are% yelling,% swearing,% refusing,% hitting,%
cutting,%shutting%down,%running,%etc.%
!%The% challenging% behaviors% are% the % result% of% a% child%
not%having%the%skills%to%handle%the%specific%triggers%or%
expectations.
%%
Responding to life’s demands requires a lot of thinking skills. If a child doesn’t have the skills to handle a
trigger or meet an expectation, that is what we call a “problem to be solved.” Until we solve that problem, the
trigger or expectation is likely to result in some form of challenging behavior.
The most important task during the assessment phase is identifying the specific triggers or expectations that
frequently lead to challenging behavior, as well as the thinking skills that would help the child to handle those
demands more adaptively.
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Thinking Skills Inventory (TSI)
Instructions: Below is a list of thinking skills required to solve problems, be flexible, and tolerate frustration. Many children with social, emotional
and behavioral challenges will have deficits in some of these areas. The skills are organized into five categories.
Rate the extent to which each skill is a strength or challenge by marking an ” in one column for each skill. Use this Thinking Skills Inventory to
inform the “Lagging Skills” column on the previous page.
Language and Communication Skills
Consistent
Strength
Sometimes a
Strength
Depends
Sometimes
Difficult
Consistently
Difficult
Understands spoken directions
Understands and follows conversations
Expresses concerns, needs, or thoughts in words
Is able to tell someone what’s bothering him or her
Attention and Working Memory Skills
Consistent
Strength
Sometimes a
Strength
Depends
Sometimes
Difficult
Consistently
Difficult
Sticks with tasks requiring sustained attention
Does things in a logical sequence or set order
Keeps track of time; correctly assesses how much time a task will take
Reflects on multiple thoughts or ideas at the same time
Maintains focus during activities
Ignores irrelevant noises, people, or other stimuli; tunes things out when
necessary
Considers a range of solutions to a problem
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Emotion- and Self-Regulation Skills
Consistent
Strength
Sometimes a
Strength
Depends
Sometimes
Difficult
Consistently
Difficult
Thinks rationally, even when frustrated
Manages irritability in an age-appropriate way
Manages anxiety in an age-appropriate way
Manages disappointment in an age-appropriate way
Thinks before responding; considers the likely outcomes or consequences of
his/her actions
Can adjust his/her arousal level to meet the demands of a situation (e.g.,
calming after recess or after getting upset, falling asleep/waking up, staying
seated during class or meals, etc.)
Cognitive Flexibility Skills
Consistent
Strength
Sometimes a
Strength
Depends
Sometimes
Difficult
Consistently
Difficult
Handles transitions, shifts easily from one task to another
Is able to see “shades of gray” rather than thinking only in “black-and-white”
Thinks hypothetically, is able to envision different possibilities
Handles deviations from rules, routines, and original plans
Handles unpredictability, ambiguity, uncertainty, and novelty
Can shift away from an original idea, solution, or plan
Takes into account situational factors that may mean a change in plans
(Example: “If it rains, we may need to cancel the trip.”)
Interprets information accurately/avoids over-generalizing or personalizing
(Example: Avoids saying “Everyone’s out to get me,” “Nobody likes me,”
“You always blame me,” “It’s not fair,” “I’m stupid,” “Things will never work
out for me.”)
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Social Thinking Skills
Consistent
Strength
Sometimes a
Strength
Depends
Sometimes
Difficult
Consistently
Difficult
Pays attention to verbal and nonverbal social cues
Accurately interprets nonverbal social cues (like facial expressions and tone
of voice)
Starts conversations with peers, enters groups of peers appropriately
Seeks attention in appropriate ways
Understands how his or her behavior affects other people
Understands how he or she is coming across or being perceived by others
Empathizes with others, appreciates others’ perspectives or points of view
Part 2: Planning and Prioritizing Problems to Solve
Next, decide which Triggers/Expectations are the first to be addressed with Plan B. Mark those Triggers/Expectations with . If you’re not sure where to start, use
these guidelines:
For Triggers/Expectations that won’t get Plan B right away, mark with or (for now).
Choose Plan A if trying to get your expectation met is more important than reducing challenging behavior.
Choose Plan C if reducing challenging behavior is more important than getting the expectation met for now.
REMINDER: As problems get solved using Plan B, you will choose new Triggers/Expectations from those marked A and C to be addressed next with Plan B.