4myLearn Learning Challenge Model

Level 3: Positive Structure and Teaching Skills and Understanding Intervention

Level 3 deals with the interaction of learned behaviors and reponses to that behavior by family members, teachers, caregivers, and peers. Learned behaviors emerge as a result of interaction between the child’s biologically based motor, sensory, cognitive, and affective capabilities and sensory environmental stimuli in Level 2.

Model and Explicitly Teach Constructive Emotion and Behavior Control Do what you want your child to do. Think before you respond. Understand the effect of extrenal stress on your perceptions. Inform when stressed by your world events and need space. Express genuine anger at childs behavior constructively. Focus on the positive.
Family Rules Posted ten non-negotiable high level rules that map to character, communication, health, safety, and critical thinking concepts that apply to all members of the family. This exercise also helps to determine personal priorities.
Understand and Share Your Child’s View of the World People generally do what they do for reasons that make sense to them. If we don't understand the reason, we can give them the benefit of the doubt, study their behavior from their point of view, or inquire. Must appreciate your child’s world view prior to expecting your child to share your world view.
Determine Where Your Child is Developmentally for Critical Skills and Understanding Assess skill and understanding needs. Need foundation skills and understandings, prior to more complex.
Situational Rules Posted or provided evolving, negotiable, context-dependent rules that map to family rules.
Continued Explict Teaching Teach language, communication, social, character, executive function skills and understanding according to needs.
Self-Sufficiency/Determination Plan Kids with LD often develop learned dependence. Most benefit from proactive Self-Sufficiency/Determination Plan. Developmental appropriately chores, ~75% aimed at personal needs and remaining aimed at care for others. Teach developmentally appropriate life skills. Hold child responcible for developmentally appropriate agreed upon expectations.
Resiliency Plan LD kids are exposed to enormous stress. Resiliency is the capacity to rebound successfully, adapt in the face of adversity, and develop social and academic competence despite exposure to stress. Resilient children possess important life skills such as problem solving, critical thinking, and the ability to take the initiative. They have a sense of purpose and foresee a positive future for themselves. This plan supports the acquistion of Developmental Assets, and is aligned with the explicting teaching of Executive Function, Social, and Character.
Money Management Plan Gain self-confidence in making decisions through analysis of alternatives to develop rational behavior patterns. Understand that money is limited in quantity and is earned from work done. Learn the importance of saving some money for future needs.
Optional: Behavior Management Plan A behavior management plan, takes proactive upfront thought and planning that addresses a range of behaviors for the entire family. It should be a combination of compassion and boundary setting. Show respect for children’s feelings while setting limits on their behavior. Strict with unacceptable behavior but permissive with feelings.

Common approach for all plans.

Proactive instead of reactive In reactive parenting happens when you can't or don't plan ahead for problems or opportunities. You react to them as they happen. Proactive parenting anticipates what is likely to happen and plans how react to make the changes you need to make.
Positive discipline instead of punishment Punishment is about inflicting pain and suffering for an offense by an angry more powerful person. It generates fear, anger, and shame. Positive discipline is corrective action, and results in increased security.
Encourage instead of praise Praise is an expression of approval of person, effort, or action. A labeled praise includes a statement of what is exactly being praised. Encouragement gives warm support and guidance so that people will do or continue to do something. It goes beyond a labeled action praise. It can be used when the action was less than desired to shape future positive action.
Guidance instead of criticism Show what is desired, rather than state how behavior failed to meet expectations.
Child faces natural and logical consequences Avoid actions which unnecessarily protect kids from consequences. Natural consequence is anything that happens naturally, with no human interference, (e.g. If you miss dinner, you go hungry.). These are most desired, if the situation is not dangerous for the child. Logical consequences are designed by humans. Cause and consequence must be related, respectful, and reasonable, (e.g. If you broke it you must fix it.) Logical consequences are usually accompanied by an adult’s explanation to enable the child to understand the consequence of their actions. Natural and logical consequences aim to educate children about responsibilities, rules and regulations help to protect children.