Leading and Caring for Children

Continue to Measure

Now the 5 boxes are full and we have our best-thought option to try.

If you have reached this page following the sequence, I trust you understand the pieces of the Management Protocol.

Examine the Behavior
Specify the Behavior Exactly
Take a Before Measure
Identify the A-B-C pattern
Initiate a Program
Change the Consequences
Pick a New “Good” Behavior to Reward
Change the Antecedents
Continue to Measure

The last is simply to continue the measuring, either counting or timing, on into the future to see what happens in order for the group who created this program to see if their plan works over time. One never knows it could disappear even before you get to try it out; it could take a week; it could take a couple of months. The best we can do is keep gathering Physical Reality information so the group of managers can co-construct what those numbers mean. They are the best ones in the world to do that, since they have collaborated in generating the options, choosing the most likely, and implementing a plan. They know the context and usually have a close personal relationship with the child.

Deciding on a Program

Time to look closely at that decision making process. Here are the five boxes of a program. All we do is fill them in.


To enable this to happen I have the Protocol Form you see above. The form offers a logical discussion agenda, without which we could waste a lot of time talking past each other and never arrive at a plan of what to do.

It makes for an efficient, productive dialogue and enables groups to function as an inventive, cooperative team.

Each time this is used a team gets faster at moving through the items, which makes it feel both professional and enjoyable.

You’ll find another link for it on the next page and see how the protocol was applied to the three example children, Sandy, Jeremy, and Charlie.


Next Management Protocol Form