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Alphabetical By Title
A
- A Brief Reflection on Thirty Years of Service
- Academic Situations for Children with Autism Spectrum Disorder (ASD)
- ADHD – Guide to Articles and Forms
- ADHD Coupon Program
- ADHD Message Board Program
- ADHD Problem List: Setting Program Intervention Priorities
- ADHD Program Recommendations – General Guidelines
- A Drop in Student Functioning Prior to Vacations
- Advice to my Daughter Turning 21
- A Gift From my Father
- Amazing Little People
- Anatomy of a Hose Fixture
- Anger Management
- A Ripple Across The Surface Of The Pond
- ASD Monitoring Rating Forms
- ASD School Program Model for Children With an Autism Spectrum Disorder
- Asking Permission Program: A Comprehension Guide with Visual Support
- At Sixteen You Are A Quiet Person Who Speaks Volumes
- Attunement and Engagement
- Auditory Processing
B
C
- Callous, Unemotional, and Coercive Behavior Scale
- Chronic Stress, Inflammation, and Mood Dysfunction
- Circumstances in the Classroom That Can Adversely Affect Children Who Have Been Impacted by Trauma
- Circumstances or Events That Can Cause Children to Develop a Trauma Response
- Classroom Conditions That Support Students With ASD
- Classroom Management At The Secondary Level: From Community Building To Continuous Feedback On Performance
- Classroom Standards Student Feedback Sheet
- Classroom Values And Behavioral Standards
- Clearing up Confusion: Guide to Materials
- Clinical Educational Services
- Clinical Programs for Educators
- Commitment – The Hundred Year Flood
- Communication for Better Classroom Management
- Community Building and Recognition-Based Classroom Management
- Compassion Fatigue: Educator and Clinician Resilience Guide
- Compassion Fatigue and Resilience With Staff in Therapeutic Program
- Comprehension Guides – Topic Directory
- Congratulations Gabe, Ph.D
- Continuous Feedback on Performance: THE PRIVILEGE ZONE
- Creating a Supportive Learning Community
D
- Daily Review
- Daily Review II
- Daily Review Program
- Daily School To Home Report: ADHD Program Guidelines And Daily Chart
- De-Escalation Guidelines
- Definition of “Trauma Supportive” at School
- Description Of Social Communication For ASD Students
- Description of Social Functioning For ASD Students
- Developing Proficiency With BBTIPC
- Diagnostic Criteria For ASD
- Did I Tell You He’s Turning Seventeen?
- Distress Support Plan
- Distress Tolerance – Guide to Materials
- Don’t Forget to Look Up
E
- Empathy – IEP Goals
- Empathy Building
- Empathy Scale
- Engagement-Relationship
- Enhancing the Efficacy of Reinforcement In Therapeutic Programs
- Enjoy the Moment
- Episode Data
- Establishing Proficiency with Restorative Breaks
- Establishing Relationships With Students
- Every Second Matters
- Exercising Grocery Store Patience
- Exercising Grocery Store Patience II
F
G
H
- Hands
- Happy 20th Birthday
- Happy 22nd birthday
- Happy 27th Birthday
- Happy 28th Birthday
- Happy Birthday at age 25
- Happy Birthday Ben
- Happy Eighteenth Birthday – Rare Air
- Happy Graduation
- Hierarchy of Student Needs in the Classroom – Program Monitoring
- How To Clean The Garage Floor
- Hypothetical Inclusion Program Guidelines
I
- I Can Do It – Independence Program
- IEP Goal Development For Students in the BBTIPC
- Important Things to Remember About Establishing Relationships With Students In A Therapeutic Classroom
- Important Things to Remember About Memory
- Important Things to Remember About Reinforcement
- Important Things to Remember About Restorative Breaks
- Important Things to Remember About Routines
- Important Things to Remember About Therapeutic Communication
- Improving Comprehension of the Nuances of Routines
- Impulsive Responding Book – A Comprehension Guide
- Impulsive Responding Coupons
- Impulsive Responding Program – Directions
- Impulsive Responding Story – A Comprehension Guide
- Inclusion Planning Program Development Tool
- Inclusion Social Goals
- Independent Down Time Leisure Skill Development
- Intensity of Behavior
- Introduction to Visual Self-Management Programs to Increase Independence
- I Signaled
- It Might Fix Itself
- It Was In The Drain
M
- Mailing A Package
- Making an Adjustment: A Comprehension Guide
- Management Of Oppositional Defiant Behavior
- Management Of Oppositional Defiant Behavior Intervention Protocol
- Match the Dress
- Match the Pace Independence Program
- May You Be
- Measuring Student Performance
- Micro Goal Programming
- Mindful Approach
- Minimizing Compassion Fatigue
- Monitoring Student Engagement, Tolerance and Program Participation (ASD)
- Monitoring Student Engagement, Tolerance and Program Participation (BBTIPC)
- Mood Management
- Motivation Management – Student Motivation as an Academic Enabler for School Success
- My Mom Is Turning 80
N
O
P
- Pack of Peanuts
- Pandemic Trauma in Students Returning to School Buildings
- Paths to Leadership
- Perception Management to Promote Better Decision Making
- Physical Intervention Report Form
- Plan B
- Posing
- Positive Psychology and Student Learning Implications
- Prepare Yourself for Your Return to School
- Problem Solving
- Profile of a Hypothetical ASD Middle School Student
- Program & Student Evaluation
- Program Building
- Program Building and Professional Development Process
- Program Structure And Organization For Students With An Autism Spectrum Disorder
- Promoting Emotional Development And Helping ASD Children Cope With Stress And Frustration
- Promoting Engagement and Comprehension
- Protective and Vulnerability Factors in Children’s Response to Trauma
R
- Race To The Finish Independence And Work Habits Program
- Rating Guidelines and Forms
- Rating of Attention, Focus and Productivity
- Re-entry
- Recess Plan
- Reflection on the Pandemic
- Report Card
- Reset Break
- Restorative Breaks
- Rewind, Practice and Repair
- Risk Factors for Compassion Fatigue
- Routine Card Independence Program
- Running Shoes
S
- Safe Room Progress
- Safe Room Protocol and Guidelines
- Sample Guidelines To Promote Successful Inclusion: Hypothetical Elementary Grade ASD Student
- School Clinical & Consulting Services
- School Psychology and Training, Kevin Plummer
- School Risk Assessment
- School Risk Assessment – SAMPLE
- Self-Study: Creating a Supportive Learning Community
- Settled Scales
- Settling Routines
- Shaping Student Identity
- Shaping Student Identity – Program Monitoring
- Side-By-Side
- Signs and Symptoms of Compassion Fatigue
- Signs and Symptoms of Work Engagement and Compassion Satisfaction
- Social Communication Skills Checklist
- Social Communication Skills Rating Form (ASD)
- Social Comprehension Breakdown
- Social Detecting
- Social Emotional Learning Routines
- Social Functioning Rating Form
- Social Intervention In The Classroom For Students With ASD
- Socializing Instead of Working – Visual Feedback System
- Soft Skills for School and Life
- Soft Skills Programming
- Some Things I’ve Learned From My Father
- Staff Assessment of Team Effectiveness: The Level of Community Within Your Therapeutic Team
- Stages Of Friendship And Play
- Standards For Behavioral Functioning: Guideline
- Standards for Behavioral Functioning: Ratings
- Staying Focused Program – Visual Feedback System
- Staying Neutral – A Warm-Up Routine
- Stressed and Frustrated Story – A Comprehension Guide
- Stress Feedback – Getting Back to Calm and Settled
- Stressful Situations
- Student Developed ADHD Strategies
- Student Performance During Distance Learning
- Student Performance Rating*
- Student Profile Form: A Rating of Student Social, Emotional & Behavioral Functioning
- Student Profile Functioning Levels
- Student Profile of Strengths, Needs, and What Works: Hypothetical ASD High School Student
- Student Profile Scoring: An Introduction
- Supporting Children and Ourselves: Coping during Covid 19
- Supporting Students Through Transitions in the School Day
- Supporting Trauma-impacted Students in School
- Supporting Trauma-Impacted Students Returning to School
- Support Strategies For The ASD Student In The Classroom: Identifying Sources Of Stress And Developing A Coping Plan
T
- Take a Good Look Around and Practice Finding Fascination
- Taking a Break: Comprehension Guide
- Teacher’s Pledge
- Teacher Attention Program
- Teacher Decisions: A Comprehension Guide
- Teacher Guidelines for Providing Parent Feedback on Student Performance
- Teachers of the Pandemic
- Thanks for the ride, Gabe
- The ADHD Student – Anecdotal Description
- The Credit Program
- The Data You Choose
- The Friendship Report
- The Gradient of Knowing Program
- The Green Zone – A Recognition-Based Program
- The Green Zone: Basic Guidelines and Reminders for Staff
- The Green Zone: Parent Information
- The Hierarchy of Student Needs in the Classroom
- The Impact of Childhood Complex Trauma on School Functioning
- The Importance of Community
- The Majestic Monkshood – Treatment of the Delicate and the Sensitive
- The Mighty Plow Lives To Plow Another Day
- The Perfect End to the Week
- The Plus Five Approach to Therapeutic Intervention Programs
- The Privilege Zone
- The Progression Of ASD Without Treatment
- Therapeutic Communication
- Therapeutic Communication Checklist
- Therapeutic Intensity – Using The BBTIPC Rubric System
- Therapeutic Space
- The Relationship Between Mood, Memory, Perception and Behavior
- The Role of Memory in the Manifestation of Behavior
- The Role of Staff Wellness in Implementing Therapeutic Programming
- The Social Challenge Program
- The Values Recognition Program
- The Wheel Fell Off The Lawn Mower
- Think Time Protocol and Guidelines
- This Is Gabe
- This Is What I See When You Play The Cello
- Time Out Guidelines and Training
- Tolerance, Engagement, and Participation*
- Tolerance Extending Contingency Programs
- Trauma-impacted Students: Guide to Materials
- Try Hard – Visual Feedback
- Two Self-Control Programs
- Two Wolves Within
U
V
W
- Wait for Him to Grow
- Warming Up, Staying Neutral Program
- When to Use Breaks, Think Time and the Safe Room
- Whole-Class Instruction: A Comprehension Guide
- Wisdom From Small Moments
- Words To Reframe Irrational and Self-Destructive Thinking
- Working in a Group
- Working in a Group – Visual Feedback System
- Worn Out Fingerprint
- Worn Out Rating Scale
- Writing Guide for Children (ASD)
A
- A Brief Reflection on Thirty Years of Service
- Academic Situations for Children with Autism Spectrum Disorder (ASD)
- ADHD – Guide to Articles and Forms
- ADHD Coupon Program
- ADHD Message Board Program
- ADHD Problem List: Setting Program Intervention Priorities
- ADHD Program Recommendations – General Guidelines
- A Drop in Student Functioning Prior to Vacations
- Advice to my Daughter Turning 21
- A Gift From my Father
- Amazing Little People
- Anatomy of a Hose Fixture
- Anger Management
- A Ripple Across The Surface Of The Pond
- ASD Monitoring Rating Forms
- ASD School Program Model for Children With an Autism Spectrum Disorder
- Asking Permission Program: A Comprehension Guide with Visual Support
- At Sixteen You Are A Quiet Person Who Speaks Volumes
- Attunement and Engagement
- Auditory Processing
B
C
- Callous, Unemotional, and Coercive Behavior Scale
- Chronic Stress, Inflammation, and Mood Dysfunction
- Circumstances in the Classroom That Can Adversely Affect Children Who Have Been Impacted by Trauma
- Circumstances or Events That Can Cause Children to Develop a Trauma Response
- Classroom Conditions That Support Students With ASD
- Classroom Management At The Secondary Level: From Community Building To Continuous Feedback On Performance
- Classroom Standards Student Feedback Sheet
- Classroom Values And Behavioral Standards
- Clearing up Confusion: Guide to Materials
- Clinical Educational Services
- Clinical Programs for Educators
- Commitment – The Hundred Year Flood
- Communication for Better Classroom Management
- Community Building and Recognition-Based Classroom Management
- Compassion Fatigue: Educator and Clinician Resilience Guide
- Compassion Fatigue and Resilience With Staff in Therapeutic Program
- Comprehension Guides – Topic Directory
- Congratulations Gabe, Ph.D
- Continuous Feedback on Performance: THE PRIVILEGE ZONE
- Creating a Supportive Learning Community
D
- Daily Review
- Daily Review II
- Daily Review Program
- Daily School To Home Report: ADHD Program Guidelines And Daily Chart
- De-Escalation Guidelines
- Definition of “Trauma Supportive” at School
- Description Of Social Communication For ASD Students
- Description of Social Functioning For ASD Students
- Developing Proficiency With BBTIPC
- Diagnostic Criteria For ASD
- Did I Tell You He’s Turning Seventeen?
- Distress Support Plan
- Distress Tolerance – Guide to Materials
- Don’t Forget to Look Up
E
- Empathy – IEP Goals
- Empathy Building
- Empathy Scale
- Engagement-Relationship
- Enhancing the Efficacy of Reinforcement In Therapeutic Programs
- Enjoy the Moment
- Episode Data
- Establishing Proficiency with Restorative Breaks
- Establishing Relationships With Students
- Every Second Matters
- Exercising Grocery Store Patience
- Exercising Grocery Store Patience II
F
G
H
- Hands
- Happy 20th Birthday
- Happy 22nd birthday
- Happy 27th Birthday
- Happy 28th Birthday
- Happy Birthday at age 25
- Happy Birthday Ben
- Happy Eighteenth Birthday – Rare Air
- Happy Graduation
- Hierarchy of Student Needs in the Classroom – Program Monitoring
- How To Clean The Garage Floor
- Hypothetical Inclusion Program Guidelines
I
- I Can Do It – Independence Program
- IEP Goal Development For Students in the BBTIPC
- Important Things to Remember About Establishing Relationships With Students In A Therapeutic Classroom
- Important Things to Remember About Memory
- Important Things to Remember About Reinforcement
- Important Things to Remember About Restorative Breaks
- Important Things to Remember About Routines
- Important Things to Remember About Therapeutic Communication
- Improving Comprehension of the Nuances of Routines
- Impulsive Responding Book – A Comprehension Guide
- Impulsive Responding Coupons
- Impulsive Responding Program – Directions
- Impulsive Responding Story – A Comprehension Guide
- Inclusion Planning Program Development Tool
- Inclusion Social Goals
- Independent Down Time Leisure Skill Development
- Intensity of Behavior
- Introduction to Visual Self-Management Programs to Increase Independence
- I Signaled
- It Might Fix Itself
- It Was In The Drain
M
- Mailing A Package
- Making an Adjustment: A Comprehension Guide
- Management Of Oppositional Defiant Behavior
- Management Of Oppositional Defiant Behavior Intervention Protocol
- Match the Dress
- Match the Pace Independence Program
- May You Be
- Measuring Student Performance
- Micro Goal Programming
- Mindful Approach
- Minimizing Compassion Fatigue
- Monitoring Student Engagement, Tolerance and Program Participation (ASD)
- Monitoring Student Engagement, Tolerance and Program Participation (BBTIPC)
- Mood Management
- Motivation Management – Student Motivation as an Academic Enabler for School Success
- My Mom Is Turning 80
N
O
P
- Pack of Peanuts
- Pandemic Trauma in Students Returning to School Buildings
- Paths to Leadership
- Perception Management to Promote Better Decision Making
- Physical Intervention Report Form
- Plan B
- Posing
- Positive Psychology and Student Learning Implications
- Prepare Yourself for Your Return to School
- Problem Solving
- Profile of a Hypothetical ASD Middle School Student
- Program & Student Evaluation
- Program Building
- Program Building and Professional Development Process
- Program Structure And Organization For Students With An Autism Spectrum Disorder
- Promoting Emotional Development And Helping ASD Children Cope With Stress And Frustration
- Promoting Engagement and Comprehension
- Protective and Vulnerability Factors in Children’s Response to Trauma
R
- Race To The Finish Independence And Work Habits Program
- Rating Guidelines and Forms
- Rating of Attention, Focus and Productivity
- Re-entry
- Recess Plan
- Reflection on the Pandemic
- Report Card
- Reset Break
- Restorative Breaks
- Rewind, Practice and Repair
- Risk Factors for Compassion Fatigue
- Routine Card Independence Program
- Running Shoes
S
- Safe Room Progress
- Safe Room Protocol and Guidelines
- Sample Guidelines To Promote Successful Inclusion: Hypothetical Elementary Grade ASD Student
- School Clinical & Consulting Services
- School Psychology and Training, Kevin Plummer
- School Risk Assessment
- School Risk Assessment – SAMPLE
- Self-Study: Creating a Supportive Learning Community
- Settled Scales
- Settling Routines
- Shaping Student Identity
- Shaping Student Identity – Program Monitoring
- Side-By-Side
- Signs and Symptoms of Compassion Fatigue
- Signs and Symptoms of Work Engagement and Compassion Satisfaction
- Social Communication Skills Checklist
- Social Communication Skills Rating Form (ASD)
- Social Comprehension Breakdown
- Social Detecting
- Social Emotional Learning Routines
- Social Functioning Rating Form
- Social Intervention In The Classroom For Students With ASD
- Socializing Instead of Working – Visual Feedback System
- Soft Skills for School and Life
- Soft Skills Programming
- Some Things I’ve Learned From My Father
- Staff Assessment of Team Effectiveness: The Level of Community Within Your Therapeutic Team
- Stages Of Friendship And Play
- Standards For Behavioral Functioning: Guideline
- Standards for Behavioral Functioning: Ratings
- Staying Focused Program – Visual Feedback System
- Staying Neutral – A Warm-Up Routine
- Stressed and Frustrated Story – A Comprehension Guide
- Stress Feedback – Getting Back to Calm and Settled
- Stressful Situations
- Student Developed ADHD Strategies
- Student Performance During Distance Learning
- Student Performance Rating*
- Student Profile Form: A Rating of Student Social, Emotional & Behavioral Functioning
- Student Profile Functioning Levels
- Student Profile of Strengths, Needs, and What Works: Hypothetical ASD High School Student
- Student Profile Scoring: An Introduction
- Supporting Children and Ourselves: Coping during Covid 19
- Supporting Students Through Transitions in the School Day
- Supporting Trauma-impacted Students in School
- Supporting Trauma-Impacted Students Returning to School
- Support Strategies For The ASD Student In The Classroom: Identifying Sources Of Stress And Developing A Coping Plan
T
- Take a Good Look Around and Practice Finding Fascination
- Taking a Break: Comprehension Guide
- Teacher’s Pledge
- Teacher Attention Program
- Teacher Decisions: A Comprehension Guide
- Teacher Guidelines for Providing Parent Feedback on Student Performance
- Teachers of the Pandemic
- Thanks for the ride, Gabe
- The ADHD Student – Anecdotal Description
- The Credit Program
- The Data You Choose
- The Friendship Report
- The Gradient of Knowing Program
- The Green Zone – A Recognition-Based Program
- The Green Zone: Basic Guidelines and Reminders for Staff
- The Green Zone: Parent Information
- The Hierarchy of Student Needs in the Classroom
- The Impact of Childhood Complex Trauma on School Functioning
- The Importance of Community
- The Majestic Monkshood – Treatment of the Delicate and the Sensitive
- The Mighty Plow Lives To Plow Another Day
- The Perfect End to the Week
- The Plus Five Approach to Therapeutic Intervention Programs
- The Privilege Zone
- The Progression Of ASD Without Treatment
- Therapeutic Communication
- Therapeutic Communication Checklist
- Therapeutic Intensity – Using The BBTIPC Rubric System
- Therapeutic Space
- The Relationship Between Mood, Memory, Perception and Behavior
- The Role of Memory in the Manifestation of Behavior
- The Role of Staff Wellness in Implementing Therapeutic Programming
- The Social Challenge Program
- The Values Recognition Program
- The Wheel Fell Off The Lawn Mower
- Think Time Protocol and Guidelines
- This Is Gabe
- This Is What I See When You Play The Cello
- Time Out Guidelines and Training
- Tolerance, Engagement, and Participation*
- Tolerance Extending Contingency Programs
- Trauma-impacted Students: Guide to Materials
- Try Hard – Visual Feedback
- Two Self-Control Programs
- Two Wolves Within
U
V
W
- Wait for Him to Grow
- Warming Up, Staying Neutral Program
- When to Use Breaks, Think Time and the Safe Room
- Whole-Class Instruction: A Comprehension Guide
- Wisdom From Small Moments
- Words To Reframe Irrational and Self-Destructive Thinking
- Working in a Group
- Working in a Group – Visual Feedback System
- Worn Out Fingerprint
- Worn Out Rating Scale
- Writing Guide for Children (ASD)
Major Categories
E
- Empathy (13)
F
- Featured (48)
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I
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O
P
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R
- Rating & Forms (55)
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- Rubrics (4)
E
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F
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I
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O
P
- Parent Child Narratives (29)
- Program Assessment (3)
- Program Outline (23)
R
- Rating & Forms (55)
- Risk Assessment (2)
- Rubrics (4)
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A
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B
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