ALSUP Guide: A Comprehensive Overview (Updated 12/18/2025)
The ALSUP, a valuable discussion guide, helps caregivers pinpoint a child’s lagging skills and unsolved problems, fostering collaborative problem-solving for positive behavioral shifts.
This approach, detailed in the ALSUP Guide and accompanying resources, emphasizes understanding the why behind behaviors, rather than simply addressing the behaviors themselves.
Utilizing the ALSUP framework, professionals and families can move beyond traditional checklists, embracing a more nuanced and empathetic perspective on challenging behaviors.
What is the ALSUP?
The Assessment of Lagging Skills and Unsolved Problems (ALSUP) is a thoughtfully designed tool, functioning optimally as a dynamic discussion guide rather than a rigid checklist or rating scale. Developed to assist caregivers – parents, educators, and mental health professionals – the ALSUP facilitates a deeper understanding of behavioral challenges in children and adolescents.
It moves away from simply labeling behaviors as “bad” or “defiant,” instead focusing on identifying the underlying reasons for those behaviors. The core premise is that challenging behaviors are often symptoms of underdeveloped skills and unmet needs, represented as “unsolved problems.”
The ALSUP isn’t about assigning blame; it’s about collaborative exploration. It encourages a team approach, involving the child in the process whenever possible, to identify specific lagging skills and the frustrating, unsolved problems that trigger difficult behaviors. This guide, available for download, provides a framework for this crucial conversation.
The Core Principles of the ALSUP Approach
The ALSUP approach centers on the belief that kids with behavioral challenges often lack the skills to cope with life’s demands, rather than lacking the will to behave. It fundamentally shifts the focus from punishment and reward to empathy and skill-building.
A key principle is recognizing that challenging behaviors are communicative; they signal unmet needs or unsolved problems. The ALSUP emphasizes identifying these underlying issues, rather than suppressing the outward behavior. Collaborative Problem Solving (CPS) is integral, involving the child in finding solutions.
Another core tenet is the importance of proactively addressing lagging skills – areas where a child struggles – before they escalate into behavioral crises. The ALSUP guide promotes a strengths-based perspective, acknowledging a child’s capabilities while simultaneously addressing areas for growth.
Lagging Skills Identified by the ALSUP
The ALSUP identifies several key areas of lagging skills contributing to behavioral difficulties. These aren’t deficits in motivation, but rather gaps in essential abilities needed for successful navigation of daily life. Understanding these lags is crucial for effective intervention.
The framework categorizes these skills into three primary domains: Executive Function, Emotional Regulation, and Social Cognition. Executive Function includes skills like planning, organization, and impulse control. Emotional Regulation encompasses managing frustration, anxiety, and emotional reactivity.
Social Cognition focuses on understanding social cues, perspective-taking, and interpreting the intentions of others. Identifying specific lagging skills within these domains, as guided by the ALSUP, allows for targeted support and skill-building strategies tailored to the individual child’s needs.
Executive Function Skills
Executive Function skills, as identified through the ALSUP, are foundational for goal-directed behavior and often underlie behavioral challenges. These skills aren’t about a lack of willingness, but an inability to consistently execute tasks due to neurological differences.
Key areas include difficulty with planning and prioritizing, leading to overwhelm and avoidance. Organization skills are frequently lagging, resulting in disorganization and lost items. Impulse control presents as blurting out answers or acting without thinking.
Furthermore, difficulties with sustained attention, task initiation, and working memory are common. The ALSUP helps pinpoint which specific executive function skills are contributing to a child’s struggles, enabling targeted interventions and support strategies to build these crucial abilities.
Emotional Regulation Skills
Emotional Regulation, a core component assessed by the ALSUP, focuses on a child’s capacity to manage and modulate emotional responses. Difficulties in this area aren’t about a lack of feeling, but rather an inability to effectively cope with intense emotions.
Lagging skills often manifest as heightened emotional reactivity, leading to explosive outbursts or prolonged periods of irritability. Difficulty identifying and labeling emotions is also common, hindering the ability to communicate needs effectively. Tolerance for frustration is frequently low, resulting in quick escalation to challenging behaviors.
The ALSUP helps identify specific emotional regulation deficits, such as difficulty calming down after distress or managing anxiety. Understanding these lags allows caregivers to provide targeted support and teach coping mechanisms, fostering emotional resilience.
Social Cognition Skills
Social Cognition, as evaluated through the ALSUP, examines a child’s ability to understand and navigate the social world. This encompasses interpreting social cues, understanding others’ perspectives (theory of mind), and responding appropriately in various social situations.
Lagging skills in this domain can present as difficulty recognizing nonverbal communication, misinterpreting intentions, or struggling with empathy. Children may exhibit challenges in initiating and maintaining friendships, or experience difficulties understanding social rules and expectations.
The ALSUP assists in pinpointing specific deficits, such as trouble understanding humor or sarcasm, or difficulty recognizing when their behavior impacts others. Addressing these lags involves explicit teaching of social skills and fostering perspective-taking abilities, ultimately improving social interactions.
Unsolved Problems: The Foundation of Behavioral Challenges
The ALSUP posits that challenging behaviors aren’t willful defiance, but rather symptoms of unsolved problems. These are situations a child lacks the skills to navigate successfully, leading to frustration and reactive behavior. Identifying these problems is central to the ALSUP approach.
These “problems” aren’t necessarily academic; they can be anything causing persistent difficulty – transitions, expectations, social interactions, or even internal struggles. The ALSUP Guide emphasizes shifting focus from what a child is doing to why they are doing it.
By framing behavior as a response to unmet needs or lacking skills, caregivers can move away from punishment and towards collaborative problem-solving. The ALSUP encourages a proactive approach, focusing on teaching skills and modifying environments to prevent future difficulties.
Using the ALSUP as a Discussion Guide
The ALSUP is explicitly designed as a discussion guide, not a rigid assessment tool. It’s intended to facilitate conversations between caregivers, educators, and – crucially – the child themselves. The ALSUP Guide stresses that it shouldn’t be used as a checklist or rating scale to label a child.
Instead, the ALSUP prompts thoughtful exploration of behaviors, focusing on the underlying triggers and the skills a child might be lacking. This collaborative approach fosters empathy and understanding, building a stronger relationship and a more effective problem-solving dynamic.
The guide encourages open-ended questions and active listening, allowing the child’s perspective to be central to the process. It’s about uncovering the “unsolved problems” together, rather than imposing interpretations.
Key Components of the ALSUP Assessment
The ALSUP assessment centers around two core components: identifying unsolved problems and mapping those problems to specific lagging skills. Unsolved problems aren’t simply misbehaviors; they represent unmet needs or challenges the child lacks the skills to navigate effectively.
These problems are explored through collaborative discussion, aiming to understand the child’s perspective and the underlying frustrations. The second key component involves identifying the lagging skills contributing to these unsolved problems – areas where the child needs support and skill development.
The ALSUP Guide provides a framework for systematically linking specific behaviors to underlying skill deficits, creating a targeted plan for intervention and support. This process moves beyond surface-level reactions to address root causes.
Identifying Unsolved Problems
Identifying unsolved problems, a cornerstone of the ALSUP assessment, requires shifting perspective from viewing behaviors as willful defiance to recognizing them as signals of unmet needs. These aren’t simply “bad” behaviors, but rather expressions of a child struggling with challenges they lack the skills to overcome.
The ALSUP Guide emphasizes a collaborative approach, involving open dialogue with the child to understand their experience and the frustrations driving the behavior. Key questions focus on what the child needs or wants that isn’t being met, rather than focusing on the problematic action itself.
This process aims to uncover the underlying issues fueling the behavior, transforming a perceived disciplinary issue into an opportunity for problem-solving and skill-building.
Mapping Lagging Skills to Problems
Once unsolved problems are identified using the ALSUP, the next crucial step involves mapping these problems to specific lagging skills. This isn’t about labeling a child, but rather pinpointing the skill deficits hindering their ability to successfully navigate challenges;
The ALSUP framework categorizes lagging skills into areas like Executive Function (flexibility, problem-solving), Emotional Regulation (managing frustration, anxiety), and Social Cognition (understanding perspectives, interpreting cues).
By carefully analyzing the unsolved problem, caregivers can determine which lagging skills are contributing to the difficulty. For example, a refusal to complete homework might stem from a lack of planning (Executive Function) or difficulty managing frustration (Emotional Regulation). This mapping informs targeted interventions and support;
The Four Guidelines for Writing Unsolved Problems
Crafting effective “unsolved problems” is central to the ALSUP approach. These statements should focus on the situation causing difficulty, not the child’s perceived unwillingness. The first guideline emphasizes phrasing problems as unmet needs or expectations, avoiding accusatory language.
Secondly, problems should be stated in “observable” terms – what happened, not what you think the child was thinking or feeling. Thirdly, focus on the present; avoid dwelling on past events. Finally, ensure the problem is truly unsolved – something the child consistently struggles with.
Referencing the ALSUP Guide is vital for mastering these guidelines. Well-defined problems pave the way for collaborative problem-solving, shifting the focus from blame to finding solutions.
ALSUP and Collaborative Problem Solving (CPS)
The ALSUP is intrinsically linked to Ross Greene’s Collaborative Problem Solving (CPS) approach. The ALSUP assessment identifies the “lagging skills” and “unsolved problems” that fuel challenging behaviors, providing the foundation for CPS interventions.
CPS emphasizes working with the child, not on the child, to identify solutions that address the underlying problems. The ALSUP helps pinpoint those problems, moving away from traditional reward/punishment systems.
By understanding the child’s perspective and collaboratively generating solutions, CPS, informed by the ALSUP, fosters a more positive and productive relationship. This synergy creates lasting behavioral change, built on mutual respect and understanding.
Applying ALSUP in Different Settings
The ALSUP’s versatility allows for effective application across diverse environments, notably within the home and school settings. In the home environment, the ALSUP guides parents in understanding their child’s difficulties, fostering empathy and collaborative problem-solving during everyday challenges.
Within the school environment, educators can utilize the ALSUP to identify students struggling with lagging skills impacting academic performance or social interactions. This informs individualized support plans and proactive interventions.
The ALSUP isn’t limited to these; it’s adaptable to residential facilities and therapeutic contexts. Regardless of the setting, the core principle remains consistent: identifying unsolved problems and addressing underlying skill deficits to promote positive behavioral outcomes.
Home Environment
Within the home environment, the ALSUP serves as a powerful tool for parents and caregivers seeking to understand and address challenging behaviors. It shifts the focus from punishment to problem-solving, encouraging a collaborative approach with the child.
Parents can use the ALSUP to identify the “unsolved problems” driving difficult behaviors – what unmet needs or expectations are contributing to the struggle? Recognizing these underlying issues is crucial.
The ALSUP also helps pinpoint specific “lagging skills,” such as emotional regulation or frustration tolerance, that hinder the child’s ability to navigate everyday situations successfully. This understanding fosters empathy and guides targeted support, creating a more harmonious home life.
School Environment
Implementing the ALSUP within the school environment requires a collaborative effort between educators, administrators, and parents. It provides a framework for understanding why students might be exhibiting challenging behaviors, moving beyond simple disciplinary measures.
Teachers can utilize the ALSUP to identify “unsolved problems” impacting a student’s academic performance or social interactions – are they struggling with specific assignments, peer relationships, or classroom expectations?
The ALSUP also highlights “lagging skills,” such as executive functioning or social cognition, that may be hindering a student’s success. This insight allows educators to provide targeted support and accommodations, fostering a more inclusive and supportive learning environment for all students.
Benefits of Utilizing the ALSUP
Employing the ALSUP offers a paradigm shift in understanding and addressing behavioral challenges. Unlike traditional assessments focused solely on deficits, the ALSUP emphasizes identifying the underlying “unsolved problems” driving those behaviors, fostering empathy and proactive intervention.
A key benefit is its collaborative nature; the ALSUP is designed as a discussion guide, encouraging open communication between caregivers, educators, and the individual themselves. This collaborative approach builds stronger relationships and shared understanding.
Furthermore, the ALSUP promotes skill-building by pinpointing “lagging skills” – areas where an individual needs support – allowing for targeted interventions. Ultimately, utilizing the ALSUP leads to more sustainable, positive behavioral changes and improved well-being.
Limitations and Considerations When Using ALSUP
While incredibly valuable, the ALSUP isn’t a standalone solution. It’s crucial to remember it’s a discussion guide, not a diagnostic tool or rigid checklist. Its effectiveness hinges on honest self-reflection and collaborative dialogue between all involved parties.
The ALSUP requires a commitment to understanding the underlying causes of behavior, which can be time-consuming and emotionally challenging. It demands a shift away from punitive approaches towards empathy and problem-solving.
Additionally, the ALSUP’s success relies on accurate identification of both unsolved problems and lagging skills. Misinterpretation can lead to ineffective interventions. Ongoing training and consultation with professionals familiar with Collaborative Problem Solving are highly recommended for optimal results.
Resources for Further Learning About ALSUP
For those seeking deeper understanding of the ALSUP and Collaborative Problem Solving (CPS), several resources are readily available. The official ALSUP Guide itself provides a comprehensive overview of the assessment process and underlying principles. A downloadable PDF version is accessible online, facilitating easy reference.
Furthermore, a dedicated ALSUP YouTube video offers a visual introduction to the framework, demonstrating its practical application. Exploring the work of Dr. Ross Greene, the originator of CPS, is highly recommended. His books and workshops delve into the theoretical foundations and clinical implementation of this approach.
Online platforms and professional development opportunities can also enhance your expertise. Remember to prioritize resources grounded in the CPS model for consistent and effective application of the ALSUP.
ALSUP vs. Traditional Behavioral Assessments
Unlike traditional behavioral assessments that often focus on symptom checklists and diagnostic categorization, the ALSUP takes a fundamentally different approach. Traditional methods frequently identify what behaviors are problematic, while the ALSUP prioritizes understanding why those behaviors occur.
The ALSUP shifts the focus from deficits to lagging skills – areas where a child struggles, leading to reliance on problematic coping mechanisms. This contrasts with assessments that may label behaviors without addressing the underlying causes. It’s best used as a discussion guide, not a rigid checklist.
This perspective fosters empathy and collaboration, moving away from punitive measures towards proactive problem-solving. The ALSUP emphasizes identifying unsolved problems, recognizing that behavior is often a response to unmet needs or unresolved challenges.
The Role of Caregivers in the ALSUP Process
Caregivers are central to the successful implementation of the ALSUP. Their intimate knowledge of the child’s history, triggers, and patterns is invaluable in identifying both lagging skills and unsolved problems. The ALSUP isn’t a tool done to a child, but rather a collaborative process with caregivers.
Active participation involves honest self-reflection on their own reactions and contributions to behavioral patterns. Caregivers must be willing to view challenging behaviors as signals of unmet needs, rather than willful defiance.
The ALSUP guide encourages caregivers to engage in open dialogue, sharing observations and perspectives to create a comprehensive understanding. This collaborative spirit is crucial for developing effective, individualized solutions and fostering a supportive environment.
Future Developments and Research on ALSUP
Ongoing research focuses on expanding the ALSUP’s applicability across diverse populations and settings, including neurodevelopmental disorders beyond those initially studied. Investigations are underway to refine the assessment’s sensitivity and specificity in identifying nuanced lagging skills.
Future developments may include the creation of standardized training modules for professionals implementing the ALSUP, ensuring consistent application of the methodology. Exploration of digital tools to facilitate data collection and analysis is also being considered.
Researchers aim to further validate the ALSUP’s predictive validity – its ability to forecast long-term behavioral outcomes – and to investigate its effectiveness when integrated with other intervention approaches. Continued refinement will solidify the ALSUP as a leading practice.