ABSTRACT
The collaborative problem-solving stage focuses on brainstorming courses of action. Discussion centers not merely on eliminating problematic behaviors, but learning and implementing adaptive replacement behaviors. This requires countering a common tendency for participants to focus on increasingly onerous punishments rather than a far more effective emphasis on motivational incentives coupled with response cost strategies. Response cost components of the plan involve natural consequences and time-limited and enforceable loss of privileges. The therapist encourages participants to engage in problem-solving dialogue directly with each other. Active listening and reframing strategies keep the process rooted in shared empathy and positive intentions of all participants. The therapist is responsible for introducing evidence-based interventions and adapting them to this unique student, family, and classroom. Barriers to change outlined in the assessment phase are addressed. Stage 3 concludes with a summary of goals and the consensus on change strategies, setting the foundation for stage 4’s behavioral contract.
