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challenging behavior.
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IN FOCUS
Difficulty handling transitions, shifting from one mindset or task to another
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    This lagging skill is often referred to as a shifting cognitive set, which is required any time a person moves from one task to another (for example, from gathering supplies and books from one’s locker to getting down to work in class) or from one environment to another (from recess to quiet time). Each task or environment involves different norms and expectations and therefore a different mind-set: “In recess it’s OK to run around and make noise and socialize” versus “During quiet time we sit at our desks and read quietly and don’t talk to other kids.” If a kid has difficulty with this skill, there’s a good chance he’ll be thinking and acting as if he’s still in recess long after quiet time has started.
    When you’re telling a kid what to do, that also requires a shift in cognitive set, especially if what you’re telling him to do isn’t what he was doing in the first place (as a general rule, that’s when kids usually get told what to do). Paradoxically, it’s the kids who have trouble shifting set who wind up getting told what to do most often.
    Difficulty shifting set contributes to many maladaptive behaviors in kids. When is the likelihood of maladaptive behavior greatly heightened in kids who lack this skill? When the environment demands that the kid shift cognitive set. It’s just like any other learning disability. Kids who have difficulty reading are more likely to struggle when life demands that they read. Kids who have difficulty shifting cognitive set are more likely to struggle when life demands that they shift cognitive set. One of the important tasks of development is to learn how to shift gears efficiently when the environment demands it. It’s a skill many challenging kids do not yet possess.
    This doesn’t mean that adults should stop telling kids what to do or completely eliminate demands for shifting cognitive set. But it does mean that if we want to help a kid whose challenging behaviors are set in motion by difficulty shifting cognitive set, the first step is to recognize that he’s lacking that skill. Then we’d identify the specific situations (unsolved problems) in which that lagging skill is causing the most difficulty. Then we’d start working on solving those problems. How? That’s covered in Chapters 4 and 5 . For now, the most important thing is to understand that the kid isn’t testing limits or being manipulative or controlling; rather, he’s lacking an important skill.
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IN FOCUS
Difficulty reflecting on multiple thoughts or ideas simultaneously (disorganized)
Difficulty considering a range of solutions to a problem
Difficulty considering the likely outcomes or consequences of one’s actions (impulsive)
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    When you’re faced with a problem or frustration, your primary task is to solve the problem that caused your frustration. To accomplish this task, these three skills will be absolutely essential. That’s because problem-solving requires a great deal of organized, planful thinking.
    Let’s ponder that for a moment. To solve a problem you must first identify the problem you’re trying to solve. Then you’ll need to think of solutions to the problem. And then you’ll need to anticipate the likely outcomes of those solutions so as to pick the best one. That’s how people make decisions.
    Many kids are so disorganized in their thinking—they have so much difficulty sorting through their thoughts—that they’re unable to figure out what’s frustrating them, in which case the process of problem-solving comes to an abrupt halt, the problem doesn’t get solved, and their frustration heightens (often setting in motion one of the behaviors on the spectrum). Many are so disorganized that even if they can manage to figure out what problem they’re trying to solve, they can’t think of more than one solution to the problem. Many are