The Paperwork

Understanding why a kid is exhibiting challenging behavior is one of the most important parts of helping him or her. If you've taken the Walking Tour for Parents or Educators already, then you already know why kids are challenging: they're lacking the skills to deal with life's problem's and frustrations adaptively. Challenging behavior occurs when the demands of the environment exceed a kid's capacity to respond adaptively. That being the case, your first goal is to identify the skills that are lagging in the kid you're trying to understand and help. Your second goal is to identify the specific conditions (these are called "unsolved problems") in which challenging behavior is occurring. It's very hard to do Plan B without knowing the specific problems you're trying to solve. The goal of intervention is to solve those problems, and to do it in a way -- collaboratively and proactively -- that simultaneously teaches the child the skills he or she is lacking.

There are several instruments that can help you accomplish these missions:  

The Assessment of Lagging Skills and Unsolved Problems (ALSUP) is used to identify lagging skills and unsolved problems, and it's printable/editable/fillable.

The ALSUP Guide provides helpful guidelines for completing the ALSUP.

The Problem Solving Plan helps you keep track of the high-priority unsolved problems you’re currently working on and the progress you're making in solving them, and it's printable/editable/fillable too.

The Drilling Cheat Sheet provides an overview of the drilling strategies that can be used to gather information in the Empathy step of Plan B.

The Plan B Cheat Sheet provides a graphic overview of the key components you'll want to keep in mind when you're doing Plan B.

If you're coaching people in their use of the CPS model, or if you just want to see how you're doing yourself, there are now checklists for providing written feedback on the specific components of using the ALSUP2020 and Plan B...

What skills are being trained by Plan B? Check out this new graphic (with thanks to certified provider Linda Oberg for creating)...

If you're trying to solve a problem with a child or adolescent who's having difficulty providing you with information in the empathy step, you may find that five fingers can help you get the information you're seeking (with thanks to certified provider Jodell Allinger for creating). If you're working with or parenting a child with significant language processing and communication delays, words may not be the ideal method for communicating about unsolved problems and solutions. Fortunately, problems and solutions can be depicted in'll find a sampling here.

As you know, a lot of what happens to kids with social, emotional, and behavioral challenges in schools is driven by the paperwork. Allright, so let's make sure the paperwork coincides with our values and our practices, beginning with the IEP and FBA. You can find a CPS-flavored sample IEP for the US here, and one for Canada here...and here's a CPS-flavored Functional Behavior Assessment. Coming soon: a CPS-flavored 504 Plan and Behavior Plan!

And here's a one-page description of the Collaborative & Proactive Solutions approach.

Finally, here's the Bill of Rights for Behaviorally Challenging Kids.

Many of these instruments have been translated into other languages...they'll be updated ASAP to reflect the most current renditions of the instruments:


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