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Content provided on this page is taken from Lives in the Balance, and is used by permission. Please visit the website for many more resources. Videos are provided here only as a service to SBCSC teachers who are not able to view Vimeo content at school.

If you are unable to view the video on an SBCSC Apple computer, please log out (under the apple), and log back in under "Other". Use your email username and password to log in. You should then be able to play the video.

#1: Kids Do Well If They Can

In the first video clip, you'll learn the single most important theme of Dr. Greene's model: Kids do well if they can. In other words, if a student could do well, he would do well...if the student had the skills to exhibit adaptive behavior, he wouldn’t be exhibiting challenging behavior. That’s because doing well is always preferable to not doing well.

Posted: January 5, 2015

Video Length: 4:29


#2: Step 1: Change your Lenses

In the second video segment, you'll learn about another very imortant theme:  Your explanation guides your intervention. Restated, your explanation for a kid's is challenging behavior has major implications for how you'll try to help. If you believe a kid is challenging because of lagging skills and unsolved problems, then rewarding and punishing may not be the ideal approach. Solving those problems and teaching those skills would make perfect sense.

Posted: January 12, 2015

Video Length: 17:28


#3: Step 1: Change your Lenses

The third video clip features yet another important theme:  The definition of good parenting, good teaching, and good treatment is being responsive to the hand you’ve been dealt. Notice, the definition isn’t “treating every kid exactly the same”.

Posted: January 20, 2015

Video Length: 5:48


#4: Step 1: Change your Lenses

In the fourth video segment, you'll learn that challenging behavior occurs when the demands of the environment exceed a kid’s capacity to respond adaptively. In other words, it takes two to tango. But many popular explanations for challenging behavior place blame on the kid or his parents. Not this model.

Posted: January 27

Video Length: 7:22


#5: Step 2: Using the Assessment of Lagging Skills and Unsolved Problems

Your journey continues with the hard work of identifying the skills that a behaviorally challenging student is lacking and the specific expectations a child is having difficulty meeting (these are called unsolved problems) in association with those lagging skills. Fortunately, there's the Assessment of Lagging Skills and Unsolved Problems (ALSUP) to help you do it. Once you've identified a student's lagging skills and unsolved problems, challenging episodes become predictable, and that sets the stage for intervention to be proactive. You're going to learn that identifying lagging skills is the easy part...and that the wording of unsolved problems is the hard part. You'll also need to do some prioritizing, because there are going to be a lot of unsolved problems and you can't solve them all at once. This section contains audio programs from the Listening Library for the Helping Behaviorally Challenging Students web-based radio program.

This first audio segment is crucial: you'll learn how to use the Assessment of Lagging Skills and Unsolved Problems (Listen Now). By the way, you'll need a copy of the ALSUP while you're listening...click here for that.  And you may also want to refer to the ALSUP Guide...click here for that.

Posted: 2/3/2015

Audio Lenght: 44:58

Check Out Education Podcasts at Blog Talk Radio with Ross Greene PhD on BlogTalkRadio


#6: Step 2: Using the Assessment of Lagging Skills and Unsolved Problems

In the second audio program, you'll hear Dr. Greene helping the staff at Anytown Elementary get good at using the ALSUP. Remember, all beginnings are hard.

Posted: 2/12/2015

Audio Lenght: 44:44

Check Out Education Podcasts at Blog Talk Radio with Ross Greene PhD on BlogTalkRadio

#7: Step 2: Using the Assessment of Lagging Skills and Unsolved Problems

In third audiio segment, we return to the staff at Anytown Elementary and learn that they've responded quite well to the original feedback they received on their use of the ALSUP.

Posted: 2/24/2015

Audio Lenght: 45:00

Check Out Education Podcasts at Blog Talk Radio with Ross Greene PhD on BlogTalkRadio

#8 Step 3: Solve Problems Collaboratively and Proactively

If you don't know this already, there are three ways to handle a problem with a behaviorally challenging student:  Plan A, which is where you're solving the problem unilaterally; Plan B, which is where you're solving the problem collaboratively and proactively; and Plan C, which is where you're setting an unsolved problem aside for now (not because you're giving in, but because you're not going to be able to work on all the unsolved problems at once). You'll also learn that, when it comes to solving problems, Plan B is definitely preferable. Plan B consists of three steps, and you'll be learning about that in this section, too. Included in this Step are lots of demonstration videos to show you how it's done.

In the first video clip, you'll learn all about Plans A, B, and C.

Posted: 3/14/15

Video Length: 13:48


#9 Step 3: Solve Problems Collaboratively and Proactively

Posted: 4/29/15

Video Length: 24:08

In this second video segment, you'll learn about the three steps of Plan B.


#10 Step 3: Solve Problems Collaboratively and Proactively

Posted: 4/29/15

Video Length: 6:28

In the third clip, you'll see Plan B in its simplest form.  If only it was always this straightforward! 


#11 Step 3: Solve Problems Collaboratively and Proactively

Posted: 4/29/15

Video Length: 7:39

Video segment number four shows you a very important (and probably the most difficult) component of the Empathy Step: Drilling for Information.


#12 Step 3: Solve Problems Collaboratively and Proactively

Posted: 4/29/15

Video Length: 9:49

In this fifth video clip, you'll see some of the common mistakes people make when they're using Plan B.