Category Archives: Chapter 4

022 – Chapter 4, Part 1

Chapter 4 Three Steps to Develop a Custom-Made Home Program A program of constructive discipline is built on three steps, (1) specifying your expectations to your child, (2) making it good for your child to do as you expect, and … Continue reading

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023 – Chapter 4, Part 2

Step 1: Specify Your Expectations to Your Child (continued) Define your Expectations for Your Child Now that you have a complete list of behaviors of concern, the next step is to select the specific ones you will start working on. … Continue reading

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024 – Chapter 4, Part 3

Step 1: Specify Your Expectations to Your Child (continued) Write Well-worded Success Statements There are three characteristics of well-worded, effective success statements: 1.     Ensure that your expectations are realistically reachable When defining your expectations, consider carefully what is realistic for … Continue reading

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025 – Chapter 4, Part 4

Step 1: Specify Your Expectations to Your Child (continued)  Write Well-worded Success Statements (continued)  1.     Ensure that your expectations are realistically reachable (continued)  Time factors. Most items in your program should include a defined time frame for success in order … Continue reading

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026 – Chapter 4, Part 5

Step 1: Specify Your Expectations to Your Child (continued)  Write Well-worded Success Statements (continued) 2.     Ensure that your goal statements are worded positively I have already discussed the importance of focusing on behaviors that you do want, including those selected … Continue reading

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027 – Chapter 4, Part 6

Step 1: Specify Your Expectations to Your Child (continued) Write Well-worded Success Statements (continued) Deal with Potential Complications When you cannot meet all three characteristics Unfortunately, it is not always possible to fulfill all three criteria of realistically reachable, positive, … Continue reading

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028 – Chapter 4, Part 7

Step 1: Specify Your Expectations to Your Child (continued) Write Well-worded Success Statements (continued) Deal with Potential Complications (continued) Assure a constructive interaction Once you have conveyed this message, avoid further discussion. If your child continues to fuss, as many … Continue reading

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029 – Chapter 4, Part 8

Step 1: Specify Your Expectations to Your Child (continued) Write Well-worded Success Statements (continued) Sample Target Behavior Lists To clarify this discussion, target behavior items suitable for the home program of a nine-year-old boy appear in the box below. There … Continue reading

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030 – Chapter 4, Part 9

Step 1: Specify Your Expectations to Your Child (continued)  Write Well-worded Success Statements (continued) While generally the same in overall structure, target behaviors for children younger than reading age tend to look somewhat different. To highlight some differences, I have … Continue reading

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031 – Chapter 4, Part 10

Step 2: Help Your child want to do what you Expect Your next challenge is to make it good – provide reinforcement – for your child to comply with your expectations. Theoretically, you could follow your child around all day … Continue reading

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