Program Outline Archives - Kevin Plummer, PhD

Brain-Based Therapeutic Intervention Programming for Children (BBTIPC)

K. Plummer Site — Mon, 01 Jan 2024 17:01:32 +0000

A therapeutic classroom provides children who have moderate to severe self-control and self-regulation problems (due to emotional, behavioral, social and academic development deficits) an opportunity to grow and develop in a highly supported school treatment environment. Growth and development is defined as the development of skills, development of coping strategies, development of productive relationships, and development of the person…

Also see: Therapeutic Intensity Rubrics for BBTIPC

Many more forms, ratings and BBTIPC-related articles may also be found here.

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Soft Skills for School and Life

K. Plummer Site — Sun, 16 Jul 2023 20:22:57 +0000

Social Emotional Learning: Soft Skills for School and Life

Soft skills are a combination of social skills, work habits, communication skills, character traits, and attitudes that enable people (and students in particular) to work well with others and manage the demands of learning and working. It is difficult to acquire the “hard skills” (e.g., learning to read, write, solve equations, understand basic principles of physics, etc.) if a student hasn’t developed the soft skills to enable the process of learning new things.

Please also see:
Social Emotional Learning: Soft Skills for School and Life (this page)
Soft Skills Proficiency Criteria
Soft Skills Programming
Social Emotional Learning Routines/Reset Routines

Social Comprehension Breakdown
Social Detecting Worksheet

direct pdf download

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The Green Zone: Basic Guidelines and Reminders for Staff

K. Plummer Site — Sun, 16 Jul 2023 19:10:20 +0000

The Green Zone is a recognition program on a large magnetic board with three major color zones, Green, Yellow, and Red. Each student is represented on the board by a magnetic marker and the placement of this marker reflects feedback from the teacher about student performance.

Use the Green Zone as a Teaching Tool

The Green Zone is a teaching tool. It provides students with feedback on their performance as they try to meet the academic and the social emotional standards in the classroom.

Direct pdf download

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Trauma-impacted Students: Guide to Materials

K. Plummer Site — Fri, 14 Aug 2020 05:05:29 +0000

The following is a list of materials to understand and support trauma-impacted students in the classroom.

The primary objective in supporting children who are impacted by trauma is to keep them from being triggered for as long as possible throughout the school day (and to help them recover quickly from any triggered stress responses), so they can have an opportunity to more fully engage in learning, develop a stronger sense of positive identity, build valued relationships with significant adults, make lasting friends, and become an important part of the school community…

Teacher Attention Program

K. Plummer Site — Mon, 10 Aug 2020 18:16:33 +0000

This is a “coupon program” designed to increase greater self-control in young students (ages 6-12) who are in the habit of seeking too much teacher attention, may be too dependent on teacher attention, and/or they sometimes seek teacher attention through a negative means. The Teacher Attention Program teaches students better self-management so they can learn to moderate their need for teacher attention; and eventually…
Direct Download: Teacher Attention Program
Also see:
I Like Teacher Attention Story
I Like Teacher Attention Book: A Comprehension Guide
I like Teacher Attention Coupons
Coupon Program Guidelines

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Compassion Fatigue and Resilience With Staff in Therapeutic Program

K. Plummer Site — Thu, 16 Jul 2020 15:58:14 +0000

Almost anyone can learn the methods associated with the Brain Based Therapeutic Intervention Program for Children (BBTIPC), but what people underestimate is how much stamina, self-regulation, self-care and self-control it takes to stay therapeutic throughout the day, especially in the presence of severe emotional reactivity and ongoing trauma in children. The program requires staff—all at once— to be present, engaged, authentic, mindful, and reflective; to choose words wisely…

Related Articles

Compassion Fatigue: Educator and Clinician Resilience Guide (primary)
Compassion Fatigue and Resilience With Staff in Therapeutic Program (this page)
Signs and Symptoms of Compassion Fatigue
Risk Factors for Compassion Fatigue
Minimizing Compassion Fatigue
Options for Creating a Resilience Plan: From Protect to Revitalize
Signs of Work Engagement and Compassion Satisfaction

Direct PDF Download

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Therapeutic Communication

K. Plummer Site — Thu, 22 Aug 2019 16:00:27 +0000

Build positive relationships and increase student motivation.

This comprehensive guide (2019) includes information about:

Talk Less and Show More—Visual Support of the Verbal Message; The Language of Routine; Improving Comprehension of the Nuances of Routine with Visual Communication; Words Reflect the Relationship; Words for Reinforcement and Effective Positive Feedback ; Words for Memory Building and Perception Management; Words Can Show You Are Attuned…

Direct pdf download

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The Gradient of Knowing Program

K. Plummer Site — Tue, 20 Aug 2019 17:59:29 +0000

Distress From Not Knowing Enough: The Gradient of Knowing Program

A Comprehension Guide please also see: Gradient of Knowing Visual Supports

Many children understand that learning something new can be a struggle at first. No one is born knowing everything they need to know and knowing how to do everything, so children expect to be shown and taught, and they expect to get a lot of support as they try to acquire skills and knowledge. They expect to stumble and to do poorly at first, but they want to try and they want to get better and they know that no one expects them to know what to do or how to do it…

Direct pdf download

Related: Gradient of Knowing Visuals

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Distress Tolerance – Guide to Materials

K. Plummer Site — Wed, 07 Aug 2019 15:42:32 +0000

Many students have trouble tolerating frustration and managing stress. They react in extreme ways to what others might consider minor or typical challenges. For these students, the day is difficult because it is full of exaggerated obstacles, challenges that other students don’t experience because they handle those situations with more ease.

Once students develop greater distress tolerance (more able to continue working while experiencing feelings of discomfort), they become more successful in those challenging situations and those situations eventually trigger much less distress…

Additional Credit: Caitlin Bellavance for development of some of the materials in this section.

Developing Distress Tolerance (primary article)
Please see also:
Distress Scale (visual chart)
Frustration/Stress Story (comprehension guide)
Frustration Fingerprint (visual chart)
Frustration Fingerprint II (narrative)
Frustration Strategies (visual chart)
Frustration Strategies II (visual chart)
Frustration Strategies III (visual chart)
Visual Task Schedule (visual chart)
Making an Adjustment (comprehension guide)
Try Hard Program – Visual Feedback
Distress Support Plan
Upset Scale
Worn Out Fingerprint
Worn Out Rating Scale

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Visual Feedback System Program Guidelines

K. Plummer Site — Mon, 05 Aug 2019 18:47:52 +0000

(For Comprehension Guides and Other Visual Feedback Programs)

Students who lack an understanding of the subtleties of routines will struggle to acquire independence with those routines until we can help them with a more complete comprehension of the nuances of the routine. Improving comprehension of the subtle, yet vital, aspects of the routine can be achieved by creating a brief written and illustrated manual or guidebook that reveals what some students miss and what they should try to do differently…

direct pdf download

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ASD School Program Model for Children With an Autism Spectrum Disorder

K. Plummer Site — Sat, 04 Aug 2018 14:25:45 +0000

Treatment Approach:

The School Clinical & Consulting Services (SCCS) treatment approach for Autism Spectrum Disorder (ASD) is eclectic. It is based on a combination of strategies and fundamental principles from many different approaches to treating ASD, including; structured teaching from Division TEACCH (Treatment and Education of Autistic and related Communication handicapped Children), incidental learning from Stanley Greenspan (floor time), Kathleen Quill, and many others, ecological intervention from the SCERTS Model (social communication emotional regulation and transactional support), and applied behavior analysis (ABA).

Examples of the Intervention Strategy Guides:

Diagnostic Criteria For ASD
Description of Social Functioning For ASD Students
ASD Social Intervention
Description of Social Communication For ASD Students
Academic Situations That Challenge The Child With ASD
Classroom Situations That Challenge The Child With ASD
Behavior That Indicates The ASD Student Is Having Difficulty
Social Intervention In The Classroom
Reducing Confusion And Increasing Organization
Identifying Sources Of Stress And Developing a Coping Plan
Classroom Conditions That Support Students With ASD
Daily Rating of Adjustment and Program Participation
Restorative Breaks