Problems in Schools Questionnaire – PIS

Jim (listless student): She should impress upon him the importance of finishing his assignments since he needs to learn this material for his own good.

Jim (listless student): Let him know that he doesn't have to finish all of his work now and see if she can help him work out the cause of the listlessness.

Jim (listless student): Make him stay after school until that day's assignments are done.

Jim (listless student): Let him see how he compares with the other children in terms of his assignments and encourage him to catch up with the others.

Sarah (improved progress): Increase her allowance and promise her a ten-speed if she continues to improve.

Sarah (improved progress): Tell her that she's now doing as well as many of the other children in her class.

Sarah (improved progress): Tell her about the report, letting her know that they're aware of her increased independence in school and at home.

Sarah (improved progress): Continue to emphasize that she has to work hard to get better grades.

Donny (loses temper): Emphasize how important it is for him to control himself in order to succeed in school and in other situations.

Donny (loses temper): Put him in a special class which has the structure and reward contingencies which he needs.

Donny (loses temper): Help him see how other children behave in these various situations and praise him for doing the same.

Donny (loses temper): Realize that Donny is probably not getting the attention he needs and start being more responsive to him.

Son (failed spelling test): Ask him to talk about how he plans to handle the situation.

Son (failed spelling test): Tell him he probably ought to decide to forego tomorrow's game so he can catch up in spelling.

Son (failed spelling test): See if others are in the same predicament and suggest he do as much preparation as the others.

Son (failed spelling test): Make him miss tomorrow's game to study; soccer has been interfering too much with his school work.

Rangers spelling group (having trouble): Have regular spelling bees so that Rangers will be motivated to do as well as the other groups.

Rangers spelling group (having trouble): Make them drill more and give them special privileges for improvements.

Rangers spelling group (having trouble): Have each child keep a spelling chart and emphasize how important it is to have a good chart.

Rangers spelling group (having trouble): Help the group devise ways of learning the words together (skits, games, and so on).

Margy (isolated girl): Prod her into interactions and provide her with much praise for any social initiative.

Margy (isolated girl): Talk to her and emphasize that she should make friends so she'll be happier.

Margy (isolated girl): Invite her to talk about her relations with the other kids, and encourage her to take small steps when she's ready.

Margy (isolated girl): Encourage her to observe how other children relate and to join in with them.

Marvin (caught stealing): Talk to him about the consequences of stealing and what it would mean in relation to the other kids.

Marvin (caught stealing): Talk to him about it, expressing her confidence in him and attempting to understand why he did it.

Marvin (caught stealing): Give him a good scolding; stealing is something which cannot be tolerated and he has to learn that.

Marvin (caught stealing): Emphasize that it was wrong and have him apologize to the teacher and promise not to do it again.

Daughter (average grades): Encourage her to talk about her report card and what it means for her.

Daughter (average grades): Go over the report card with her; point out where she stands in the class.

Daughter (average grades): Stress that she should do better; she'll never get into college with grades like these.

Daughter (average grades): Offer her a dollar for every A and 50 cents for every B on future report cards.