The Raise Responsibility System will work with anyone who has achieved enough cognitive development to reason. Asking a student for assistance because you need that person’s help, or asking, “What would an extraordinary person do in this situation?” or employing any of the other techniques described in the book prompt changes in behavior for those who are behavioral challenges.
There will always be the one student (or more) who will not respond to the Raise Responsibility System . Is there something different that should be done to encourage that student to understand the system? Will time and persistence take care of the problem?
I think that the answer to this question you have asked is very much tied to expectations about what it means to have a child “respond” to the Raise Responsibility System . I notice that sometimes when people say they are having difficulty in getting certain kids “to respond,” what they mean is that they are frustrated that a number of kids DON’T IMMEDIATELY BECOME OBEDIENT after being exposed to the system’s Hierarchy of Social Development.
It’s important to keep in mind that aiming toward obedience is often counterproductive because too many young people today resist authority. The system promotes responsibility but also RESULTS in obedience because the STUDENT voluntarily makes the choice. (to be continued)