Intensity of behavior is a relevant qualifying variable in the case of most students referred to or being considered for referral or change in  a therapeutic program. It helps to have a scale that makes the discussion of intensity of behavior less subjective.
Related:
Episode Data Form 
Measuring Student Performance
Monitoring Student Engagement Tolerance & Program Participation
Rating Guidelines
Program Student Evaluation
Documentation of Extreme Deterioration in Mental Status and Emotional Stability

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direct download (pdf)

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direct download (pdf)

For additional examples of therapeutic programming with visual support see the following:

• Visual Feedback System Program Guidelines
• Visual Systems to Increase Motivation and Support Better Decisions Making
• Distress Support Plan
• Guideline for Using Routines
• The Green Zone: A Recognition Based Program

The post Why Visual? appeared first on Kevin Plummer, PhD.

First those three things.

1) I am most proud of the way that I have believed in people, invested in people and enabled so many others to do for themselves what I have been able to do for them. I am proud of my role as a mentor and a recognizer of talent, of my team building, and my focus on seeing the best and bringing out the best in others. I’ve worked hard to diminish my individual importance by cultivating the talent around me, nurturing the strengths inherent in others, and adding to abilities; thereby enabling others to understand and employ advanced therapeutic concepts and methods. As the centrality of my own importance decreased through these efforts, I gained tremendously in collective spirit across a vast network of independently thriving consultation teams. It is an incredibly elevating experience, witnessing the developing excellence of others and achieving one voice with so many on behalf of children in need of that voice.

2) I am also proud of the seminal creation of the Brain-Based Therapeutic Intervention Program for Children, which, for years, has provided the leading definition of “therapeutic classroom,” a more robust and a more efficacious alternative to the “behavior programs” from the 1970s, still widespread in most school districts today. The Brain-based therapeutic intervention program has helped schools stay years ahead of the child clinical field in methodology as well as in the depth of understanding of children’s behavioral health, especially children impacted by autism or by trauma.

3) So often, what I needed just didn’t exist, so I am also proud of the invention and creation of the New Frontiers therapeutic game, The Social Challenge Program, The Green Zone continuous feedback system, and Long Run (a therapeutic novel). I am also proud of the vast library of articles and intervention programs I created and made available on my own website. Thousands of people throughout the world utilize this free resource.

I am exceedingly proud of those three things, and much more, but well beyond all that, there is one aspect of my career that I appreciate above all else, and for that one thing I am the most fortunate person I know.

In my 30-year career as a consulting child psychologist I have had the privilege of vast opportunity—dozens of districts have entrusted me with some of their most challenging and perplexing cases—and throughout this journey I have had bestowed upon me extraordinary gifts in the multitude of talented people who have worked alongside me on consultation teams. My journey has been enriched beyond imagination by these incredible relationships, so many remarkable people, compassionate, creative, bright and insightful people, resilient, hard-working, child-focused people; people with unmatched diligence, people with a deep sense of purpose, and tremendous dedication to the well-being of children. These people inspired me in profound ways, to be intensely present, relentlessly compassionate and endlessly innovative. So, as much as I think that I saw the best and brought out the best in others, undoubtedly so many others have done the same for me.

I loved going to work—no matter what I had to face— because I got to be on the same team with these people, got to witness what they could create, got to be a part of their passion and their brilliance. These people, these dedicated, kind, caring, compassionate, warm-hearted people; they captured my heart and never let it go. They were my source of energy, my source of inspiration. This is why my career has been richly rewarding beyond anything I could have planned or ever imagined. For 30 years, that is what it has been like for me to go to work. I am eternally appreciative of the opportunity I’ve had to know these people, to work with these people, to travel with them—for a time—on the same path.

My relationships with these wonderful people and our unity of purpose as we achieved one voice on behalf of each child; that has been my greatest reward. I am what I am because of who we all are (Ubuntu, from South Africa) and for that I will be forever grateful. Much respect and deep appreciation.

Cue music: Israel Kamakawiwo’ole (“IZ”), Over The Rainbow.

The post A Brief Reflection on Thirty Years of Service appeared first on Kevin Plummer, PhD.

You may also see
Break Proficiency Articles
Settled Scales
Taking a Break Comprehension Guide
Calm & Settled Visual

Direct download: Stress Feedback – Getting Back to Calm & Settled

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The post Blurting Out the Answer appeared first on Kevin Plummer, PhD.

Being a Good Sport

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There are also specialized Guidelines for Teachers to build connection and support students in a virtual classroom environment. Many of these materials are useful to both parents and teachers.

Also please see the Managing Pandemic Stress Toolkit to support caregivers, educators and healthcare providers, or anyone experiencing unprecedented stress during the corona virus pandemic.

There are also guides and tools to help you Prepare Yourself for the Return to School in the Fall. Including support for trauma-impacted children.

Support Children Who Are Home

Modules I-VIII are guidelines to help parents support their children while they are home from school during corona virus (Covid 19). Each module is a different component of support, because you may want to provide this information in smaller organized pieces. Modules are grouped, so please be sure to scroll through longer documents.

Module I:  Structure Through Schedules and Routines
Module II:  Attunement, Increasing the Quality of Adult Attention
Module III: Quiet Time, Solitary Time, Restore and Reset
Module IV: Promoting Positive Actions and Positive Emotions
Module V: Expressing Gratitude and Appreciation
Module VI: Information Control for Children
Module VII: Supportive Communication (Part 1)
Module VIII: Supportive Communication (Part 2)
Related Materials and Links (All Modules)

Please also see: Additional Related Materials/Links for Modules I-VIII

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Materials to support teachers managing virtual classrooms:

Promoting Engagement in a Virtual Classroom
Achieving Social Connectedness While Physically Distant: The Appreciation Journal
Building on Your Student Relationships:  Staying Attuned in a Virtual Classroom
Building on Your Student Relationships: Recognition and Reward
Related Materials for Teachers (All Articles, Guidelines/Links)
Engaging Less Motivated Students: A Checklist of Intervention Options for Virtual Classrooms
Student Performance During Distance Learning – Rating Form

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The Pandemic Stress Management Toolkit for caregivers, educators and healthcare providers.

Stress during this pandemic is like no other stress we’ve experienced before, which is why large numbers of educators and service providers are breaking down and experiencing uncontrolled stress responses. Many of our normal and automatic means of coping are inadequate for this increased demand. We need to be more deliberate in our efforts to reset the stress response ourselves. The following toolkit gives specific instruction to support individuals to interrupt the stress response and reset their brains and bodies.

Go to: Prepare for Your Return to School

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This slide presentation is also available as a pdf: Supporting Trauma-Impacted Students- Slideshow

Primary Article

Helping Trauma-impacted Students in School

Additional Materials

Causes of Trauma in Children
Childhood Protective Factors
Classroom Circumstances That Impact
Impact of Trauma at School
Definition of “Trauma Supportive” at School

The Majestic Monkhood: Treatment of the Delicate and the Sensitive

The post Video: Supporting Trauma-impacted Students in the Classroom appeared first on Kevin Plummer, PhD.

Download: Guidelines for Using Routines

See also:
Using Classroom Routines to Create a Therapeutic Brain Settling Effect
Important Things to Remember about Routines
Guidelines for Using Routines (this page)
Social Emotional Learning Routines
Comprehension Guides Directory
Why Visual?

The post Guidelines for Using Routines appeared first on Kevin Plummer, PhD.

The post Teacher Attention Program appeared first on Kevin Plummer, PhD.

Please also see:
Coping During Corona 19
Preparing Yourself to Return to School
Managing Pandemic Stress Toolkit
Teachers of the Pandemic

The post Reflection on the Pandemic appeared first on Kevin Plummer, PhD.