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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET Adult-Child Connections • How are we feeling toward this child? (Is she “getting to” us as Gabby is getting to Julia?) How is she feeling toward us? • What feelings, on both sides, do we hope might develop instead? • What can we do to foster more feelings of pleasurable connection in both directions? Interactive Patterning • Are there things we do when interacting with this child that seem to be leading to more rather than less problematic behavior, even though that’s not our intent? • What kind of “he does →we do →he does” exchanges do we hope to get going instead? • What can we do during our part of these patterns to help the child begin having different responses on his end? Life at Home • Are there things about this child’s home life that may be contributing to what we see? • What changes in the way her parent(s) interact with her might help her feel better and act differently? Might those changes also help family members feel more positive about their relationship with her? • How can we forge a partnership with this family so that we offer sup- port and mentoring around issues they’re experiencing at home, while they help us become more successful at school? These first five flips help us use our observations to come up with sen- sible goals, which then serve as a springboard for thinking about effective approaches to classroom-based support and home-school partnerships. But these flips don’t give us the complete framework we need to organize the information we have at hand. Nor do they ask us to pay attention to all aspects of intervention. That’s why we need to look at some additional categories, each one of which—like those just offered—involves a series of questions. The following question sets continue to ask about what we see and hope to see. They help us frame goals for getting to work as well. This time, we consider: From Reflection to Action COPYRIGHTED MATERIAL 9