ALSUP 2020 Collaborative & Proactive Solutions
ASSESSMENT OF LAGGING SKILLS & UNSOLVED PROBLEMS THIS IS HOW PROBLEMS GET SOLVED
CHILD'S NAME _______________________________________________________________ DATE ________________
The ALSUP is intended for use as a discussion guide rather than as a freestanding check-list or rating scale. It should be used to identify
specific lagging skills and unsolved problems that pertain to a particular child or adolescent.
LAGGING SKILLS
This section will help you understand why the child is responding so maladaptively to problems and frustrations. Please note that
these lagging skills are not the primary focal point of intervention. In other words, you won’t be discussing the lagging skills with the
student, nor will you be teaching most of the skills explicitly. The primary targets of intervention are the unsolved problems you’ll be
documenting in the next section.
q Difficulty maintaining focus q Difficulty seeing “grays”/concrete, literal, black & white, thinking
Difficulty handling transitions, shifting from one mindset Difficulty taking into account situational factors that would
q or task to another q suggest the need to adjust a plan of action
Difficulty considering the likely outcomes or consequences Inflexible, inaccurate interpretations/cognitive distortions or
q of actions (impulsive) q biases (e.g., “Everyone’s out to get me,” “Nobody likes me)"
Difficulty attending to or accurately interpreting social cues/
q Difficulty persisting on challenging or tedious tasks q poor perception of social nuances
q Difficulty considering a range of solutions to a problem q Difficulty shifting from original idea, plan, or solution
q Difficulty expressing concerns, needs, or thoughts in words q Difficulty appreciating how their behavior is affecting others
Difficulty managing emotional response to frustration so as Difficulty starting conversations, entering groups,
q to think rationally q connecting with people/lacking other basic social skills
Chronic irritability and/or anxiety significantly impede Difficulty empathizing with others, appreciating another
q capacity for problem-solving or heighten frustration q person’s perspective or point of view
q Sensory/motor difficulties q Difficulty handling unpredictability, ambiguity, uncertainty, novelty
UNSOLVED PROBLEMS
Unsolved problems are the specific expectations a child is having difficulty meeting. The wording of an unsolved problem will
translate directly into the words that you’ll be using when you introduce an unsolved problem to the child when it comes time to solve
the problem together. Poorly worded unsolved problems often cause the problem-solving process to deteriorate before it even gets
started. Please reference the ALSUP Guide for guidance on the four guidelines for writing unsolved problems.
SCHOOL/FACILITY PROMPTS:
Are there specific tasks/expectations the student is having difficulty completing or getting started on?
Are there classmates this student is having difficulty getting along with in specific conditions?
Are there tasks and activities this student is having difficulty moving from or to?
Are there classes/activities the student is having difficulty attending/being on time to?
As you think about the start of the day to the end, are there any other expectations the student has difficulty reliably meeting or that
you find yourself frequently reminding the student about?
HOME/CLINIC PROMPTS:
Are there chores//tasks/activities the child is having difficulty completing or getting started on?
Are there siblings/other children the child is having difficulty getting along with in specific conditions?
Are there aspects of hygiene the child is having difficulty completing?
Are there activities the child is having difficulty ending or tasks the child is having difficulty moving on to
As you think about the start of the day to the end, are there any other expectations the child has difficulty reliably meeting or that you find
yourself frequently reminding the child about?
REV 102020
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