Overview of the Micro Steps Email Exchange Process ~

We decide on the specific skill you want to work on.

Each set of email exchanges has a distinct focus, which answers one main question, and several related sub questions that move us steadily towards a complete Skill Plan.

Here is the very exciting thing about the program: People begin to feel big relief as we determine each piece of the puzzle. Life gets easier because there is less and less to discuss, speculate, or debate in your challenging situation.

Everyone knows their role! You have a plan that is working!

To get started click here to go to Registration form.

Or read on to see the results of an actual real life sample of the Micro Steps Email Exchange Program.

Seth, Asperger Syndrome and Homework Time

“Homework time is a nightmare with my 9-year-old Asperger son!
 Ellen, can you help us get our son Seth into a daily routine of getting down to homework and sticking with it without constant nagging and battles?”

These parents used the Micro Steps Email Exchange Program to help their son get into a nightly homework routine that resulted in

1. Seth’s cooperation and new positive outlook about homework time
2. a calmer and relaxed climate for the entire household

Creating a Consistent Homework Routine for Seth

Email Exchange #1 The Work Environment

Main Question:
What elements support or distract Seth from getting homework done each day?

We answered “W” questions. We gathered information about what steps to take, unique to Seth’s interests and strengths, which would help him settle into homework comfortably.

In Seth’s case, he needed to be working by his collection of animal lamps. All other lighting needed to be off in order for him to stay focused and calm.
Where will homework be done? What room? At a desk? On the floor?
What will go on in the background? Music? Silence?
What tools need to be available at the homework location?
Where will these tools be stored?
When is homework time?
What input will Seth have in these decisions?
Who will be involved in supporting Seth through the above guidelines?
Why does all this make sense for Seth and the family?

Outcome - Exchange #1
We have created a homework environment which give strong support to getting the work done with little discussion and lots of action.

Email Exchange #2 The School to Home Flow

Main Question:
What will be the routine procedure for getting homework from school to the desk at home?
Where is homework recorded? In a day planner? School website?
Do we need supports in place, for example:
Is there a specific teacher or school support person who helps get the homework assignments on paper?
Is there someone from school that is our contact person to help clarify any homework issues?

Outcome - Exchange #2
Parents are not in the dark about homework. They know what to expect and who to talk to.

 
Email Exchange #3 Transition to Homework Time

Main Question:
What will be the daily plan for starting and sticking with homework?
What part of day will be blocked out as homework time?
What routines take place before settling down to do the homework?
What could get in the way of getting right down to homework?
What interruptions can be anticipated, once Seth has started?
What has to be put into place with siblings?
When will the family computer be available, uninterrupted?
Will there be any support to get started?
Before starting homework how will the order of assignments be prioritized?
Do we need to build in time for both nightly homework and longer term projects?

Outcome - Exchange #3
A system that involved and accommodated the entire family was established. Everyone knew exactly what was to happen and when regarding Seth’s homework routines.

Once this stage was implemented the parents reported more peaceful evenings in the household. Even though it wasn’t our specific focus, the benefits they experienced included having more time together in the evening for relaxation and fun as a family.

Email Exchange #4 The Parent Involvement Plan

Main Question:
How involved will Mom or Dad be with homework routines?
What learning strategies will Seth have in front of him to help him stick with homework before asking for help?
How long must he work independently before asking for help?
What options does he have when he is stuck?
When and how will breaks happen?
What do Mom and Dad need to know ahead of time to decide when to step in and when to leave Seth to work on his own?

Outcome - Exchange #4
Everyone knew the circumstances under which parents would step in at homework time. If there were any doubts, the plan was a reference to follow.

Email Exchange #5 The Reward System

Main Question:
Will there be rewards or privileges for homework?
What new habits are we trying to help Seth create?
Do we want to attach rewards for positive new habit that emerge from the structure of this homework plan?
Do we want to attach rewards for completing, starting, or continuing homework?
Will rewards be for completion? For initiative taken? For time spent on homework?
How will accomplishment be rewarded? What will be the rewards for getting work done?
Do we want to look down the road at gradually phasing out or adjusting the reward system as time goes on?

Outcome - Exchange #5
Consistent and predictable rewards were in place.
The clarity of this left no room for bartering or debating. There was a plan to follow, like a road map that was clear to Seth, Mom and Dad.
 

Email Exchange #6 The Parent Energy Plan

Main Question:
How will we help the parents stick with the plan and keep it on track?
What challenges do we foresee that the parents may have with getting and keeping homework in routine flow?
What have been the red flags in the past that parents are losing their resolve or patience?
What might be the predictable triggers that affect parent energy to keep up the plan?
What burn out prevention skills do the parents need to work on?
What plans do we want to make increase Seth‘s independence with homework?

Outcome - Exchange #6
Parents had strategies to foresee and handle, in plenty of time, any of their own feelings on the continuum of little frustrations to being on the brink of their own meltdowns.

 
Email Exchange #7 Evaluation and Maintenance

Main Question:
Is there anything we have to be thinking about, to keep the plan going smoothly?
The parents wrote, once the homework program was underway:
“Seth does very well once routines are established. The problem then becomes what to do on those kind of occasions that are a part of family life but do interrupt routines, such as holidays, dinner served late or someone’s birthday?”
The solution came from Seth. He was enjoying the homework program because it was comforting for him to have the predictability and rules around all aspects of homework and evenings at home. He created his own Back Up Plan.

Outcome - Exchange #7

Parent Testimonial
We are astonished at how capable Seth actually is at working on his own. We now see it is not the work but the setting of the scene that predicts how successful Seth will be at getting things done. We are both less exhausted by the homework issue. We have more time for ourselves and our other two children. The homework plan has carried over to the other kids and our house is a different, more peaceful place on weeknights! Thank you Ellen

 

Here are some ways we can work together on the Micro Steps Email Exchange Program ~

We can work on modifying, strengthening or refining an existing skill you have been working on with your challenging loved one.
Or
We can start from the beginning and build strategies that give you all the tools you need to work with your challenging loved one through one complete skill set.
If you are not sure how to label the specific skill you are looking for, choose from one of the following broader skill groups and I will help you define exactly what you want to work on ~

1. Friendship building
2. sensible decision making
3. Handling rejection and bullying
4. Mood tools and calming strategies
5. handling social situations and community life
6. Good study and learning habits
7. Workplace and college life skills
8. Putting personal strengths to work

Within those skill groups there are numerous sub-skills and micro steps. Together, we will design the program that works!

For questions or more information, send me an email at ellen@artofbehaviorchange.com.

I look forward to working together!

Ellen Mossman-Glazer M.Ed.

 

Get started ~
Fill out the Registration form below and I will send you a link to make a payment of $49.00 through Paypal [a secure payment option]. You can pay there with electronic check, Visa, Master Card, or American Express. If you prefer to pay by paper check, please indicate this on your form.

Upon receipt of your payment, I will forward to you:

1. A start up questionnaire

2. A Mini Manual attachment

3. Resources and support material where applicable

Your full name
Your email address
Your telephone number with area code
First name of your 'challenging loved one'
His/ her age
Diagnosis and/or exceptional student designation [ if applicable] or you can write a description of the behavior challenges you want to work on
OR If you are writing to help yourself to live brighter and better, tell me more here.
Anything else you would like to tell or ask me? Remember, once your payment is received, you will receive a detailed questionnaire to help me get acquainted with you, your challenging loved one and your situation.