Kevin Plummer, PhD https://kevinplummerphd.com/ School Clinical & Consulting Services Thu, 06 Mar 2025 21:38:25 +0000 en-US hourly 1 https://kevinplummerphd.com/wp-content/uploads/cropped-KP-SCCS-900-1-75x75.png Kevin Plummer, PhD https://kevinplummerphd.com/ 32 32 The Salute https://kevinplummerphd.com/the-salute/?utm_source=rss&utm_medium=rss&utm_campaign=the-salute Thu, 06 Mar 2025 14:47:10 +0000 https://kevinplummerphd.com/?p=3539 I signed in at the secretary’s desk, looped my visitor’s pass around my neck, and then passed from the office into the hallway, just as swarms of children, from their waiting lines on the playground, entered school to start their day. A very small girl—had to be in kindergarten, if that—was leading an even smaller […]

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]]> I signed in at the secretary’s desk, looped my visitor’s pass around my neck, and then passed from the office into the hallway, just as swarms of children, from their waiting lines on the playground, entered school to start their day. A very small girl—had to be in kindergarten, if that—was leading an even smaller girl (a half pack of peanuts), hustling off toward their classroom, when they stopped right in front of me and began looking me up and down, taking in this stranger with a suit and tie and briefcase. The half pack of peanuts was wide-eyed and open-mouthed, but the very small girl guiding her, confidently smiled right up at me, with a look like it had suddenly occurred to her that I was an outsider and she had an obligation (and—what luck— a golden opportunity) to welcome me to her school. Without letting go of her tiny companion, she locked eyes with me and raised a hand to her forehead and perfectly executed a military salute.

If you had asked me at the time to list 100 things this girl might do after she looked right at me, military salute would not have been on that list. I wasn’t immediately sure how to respond—it was quite comical and highly unexpected— but I had to think of something, because she stood her ground, continued her salute, and held me there with her gaze. I quickly fumbled my water bottle into the hand that was carrying my briefcase—freeing a hand—so I could do the only thing that would have been acceptable. I brought my free hand to my forehead and returned the salute. With that, she released her salute and dismissed me with a sharp little nod of her head, as if to say, “okay, you’ve been properly welcomed, now carry on.” She waited for me to move (I was dismissed, after all), so I returned her nod and made my way into the conference room to set up a command post. With that, she pulled her little charge with her on to their kindergarten class where, for this little girl, a day of adventures must be waiting.

Kindergartners have to spend most of their day just trying to figure out how to be people, because let’s face it, they haven’t been on the planet very long. I’ve been on the planet a long time, but occasionally the story of my day can still be told through a small moment of unexpected, refreshing joy provided by an incredibly little person.

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]]> Intensity of Behavior https://kevinplummerphd.com/intensity-of-behavior/?utm_source=rss&utm_medium=rss&utm_campaign=intensity-of-behavior Fri, 28 Feb 2025 11:18:15 +0000 https://kevinplummerphd.com/?p=3242 The Severity and Intensity of Behavior Scale 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 […]

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]]> The Severity and Intensity of Behavior Scale

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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]]> Grow the Good https://kevinplummerphd.com/grow-the-good/?utm_source=rss&utm_medium=rss&utm_campaign=grow-the-good Wed, 26 Feb 2025 04:03:55 +0000 https://kevinplummerphd.com/?p=3383 Rather than behavior improvement with a focus on eliminating the “bad,” therapeutic programs attempt to change behavior by 1) identifying what is “good” (which is not the same as the absence of the “bad”), 2) finding the good right as it is happening, 3) growing the good, 4) helping children see the good in themselves […]

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]]> Rather than behavior improvement with a focus on eliminating the “bad,” therapeutic programs attempt to change behavior by 1) identifying what is “good” (which is not the same as the absence of the “bad”), 2) finding the good right as it is happening, 3) growing the good, 4) helping children see the good in themselves as soon as it becomes evident and 5), helping the child establish positive memories about themselves so that the good will continue to grow…

direct download (pdf)

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]]> What it Takes to Succeed with the “Therapeutic Approach” (the BBTIPC) https://kevinplummerphd.com/what-it-takes-to-succeed-with-the-therapeutic-approach-the-bbtipc/?utm_source=rss&utm_medium=rss&utm_campaign=what-it-takes-to-succeed-with-the-therapeutic-approach-the-bbtipc Tue, 25 Feb 2025 05:50:12 +0000 https://kevinplummerphd.com/?p=3403 This is a piece intended to support educators who want to better inform their new hires about the commitment required by the Brain-Based Therapeutic Intervention Program for Children (the “Therapeutic Approach”). Many new staff members come into their roles with past experience in behavior programs they’ve worked with, or methods they’ve learned and applied elsewhere. […]

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]]> This is a piece intended to support educators who want to better inform their new hires about the commitment required by the Brain-Based Therapeutic Intervention Program for Children (the “Therapeutic Approach”). Many new staff members come into their roles with past experience in behavior programs they’ve worked with, or methods they’ve learned and applied elsewhere. According to experienced therapeutic staff, it’s not uncommon for new hires to express surprise at the demands of the program, such as the extra time spent on program planning meetings, reading explanatory articles, learning new strategies, reviewing summary notes from program development sessions, and creating/revising new interventions. This brief orientation…

direct download (pdf)

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]]> Sportsmanship Scoring Key https://kevinplummerphd.com/sportsmanship-scoring-key/?utm_source=rss&utm_medium=rss&utm_campaign=sportsmanship-scoring-key Mon, 24 Feb 2025 20:31:34 +0000 https://kevinplummerphd.com/?p=3492 A rating scale for supporting students and teachers in evaluating game play sportsmanship. It is expected that most students would achieve between a 4 and a 5 on a regular basis. The lowest acceptable score would be in the range of 3 to 3.5. Anything below a 3 requires an increase in structure (as detailed […]

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]]> A rating scale for supporting students and teachers in evaluating game play sportsmanship.

It is expected that most students would achieve between a 4 and a 5 on a regular basis. The lowest acceptable score would be in the range of 3 to 3.5. Anything below a 3 requires an increase in structure (as detailed in Levels of Independence/Instruction With Competitive Game Play) and consideration for further intervention. Students consistently achieving scores between 4 and 5 can be moved up to work on higher levels of independence (Levels of Independence/Instruction With Competitive Game Play).

Please Also See:

direct download (pdf)

 

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]]> Levels of Independence/Instruction with Competitive Game Play https://kevinplummerphd.com/levels-of-independence-instruction-with-competitive-game-play/?utm_source=rss&utm_medium=rss&utm_campaign=levels-of-independence-instruction-with-competitive-game-play Mon, 24 Feb 2025 20:24:16 +0000 https://kevinplummerphd.com/?p=3488 A Rubric Scale Please Also See: Good Sportsmanship and Self Control in Competitive Games: A Comprehension Guide Sportsmanship Scoring Key Emotional Regulation and Sportsmanship in Competitive Games direct download (pdf)

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]]> A Rubric Scale

Please Also See:

direct download (pdf)

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]]> Good Sportsmanship and Self-Control in Competitive Games: A Comprehension Guide https://kevinplummerphd.com/good-sportsmanship-and-self-control-in-competitive-games/?utm_source=rss&utm_medium=rss&utm_campaign=good-sportsmanship-and-self-control-in-competitive-games Mon, 24 Feb 2025 20:14:50 +0000 https://kevinplummerphd.com/?p=3484 A Guideline for Students Playing a game is supposed to be enjoyable. Being a good sport means that you try to enjoy the experience and try to have fun, just as you let others enjoy themselves and have their fun. Being a good sport means that you appreciate the opportunity to play with someone else, […]

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]]> A Guideline for Students
Playing a game is supposed to be enjoyable. Being a good sport means that you try to enjoy the experience and try to have fun, just as you let others enjoy themselves and have their fun. Being a good sport means that you appreciate the opportunity to play with someone else, just as you want them to appreciate the chance to play with you.

1. Acknowledge the skills and the efforts of your opponent, regardless of the outcome.

2. Cheer for and encourage teammates and show support, even when things aren’t going well…

Please Also See:

direct download (pdf)

 

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]]> Comprehension Guides – Topic Directory https://kevinplummerphd.com/comprehension-guides-directory/?utm_source=rss&utm_medium=rss&utm_campaign=comprehension-guides-directory Mon, 24 Feb 2025 04:02:34 +0000 https://kevinplummerphd.com/?p=2343 Comprehension guides support children when comprehension breakdown is a significant contributor to their emotional and behavioral problems in the classroom. Behavior intervention programs are frequently limited in their success, because they do not adequately address student understanding of what is expected and what to expect. This is especially the case with students who have trouble […]

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]]> Comprehension guides support children when comprehension breakdown is a significant contributor to their emotional and behavioral problems in the classroom. Behavior intervention programs are frequently limited in their success, because they do not adequately address student understanding of what is expected and what to expect. This is especially the case with students who have trouble discerning the nuances of routines and situations.

Comprehension guides provide detailed and visually supported guidelines to illustrate what is expected and why. They help students understand the nuances of classroom routines and they increase the precision of behavior intervention programs.

» Improving Comprehension of the Nuances of Routine

Related Materials about Routines:

Using Classroom Routines to Create a Therapeutic Brain Settling Effect
Important Things to Remember about Routines
Guidelines for Using Routines
Social Emotional Learning Routines

» Working in a Group: Comprehension Materials
» Whole Class Instruction Comprehension Guide
» Warm up/ Staying Neutral Program: Directions
» Teacher Decisions: Comprehension Guide
» Taking a Break: Comprehension Guide
» Making an Adjustment: Comprehension Guide
» Clearing up Confusion: Comprehension Guide
» Good Sportsmanship and Self-Control in Competitive Games: Comprehension Guide
» Being a Good Sport: Comprehension Guide
» Blurting Out The Answer: Comprehension Guide

Please also see the Distress Tolerance Program – Guide to Materials, which includes a number of comprehension guides designed to support students in alleviating stress, frustration and feelings of being “worn out.”

 

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]]> Measuring Student Performance https://kevinplummerphd.com/measuring-student-performance/?utm_source=rss&utm_medium=rss&utm_campaign=measuring-student-performance Sun, 23 Feb 2025 05:49:41 +0000 http://kevinplummerphd.com/?p=1389 A Student Performance Rating Scale: The Brain-Based Therapeutic Intervention Program for Children The below comprehensive rating form can be used to collect performance information twice during the school day, once in the morning and again in the afternoon. If more frequent ratings are needed, see the individual measure rating forms for: Tolerance, engagement and participation […]

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]]> A Student Performance Rating Scale: The Brain-Based Therapeutic Intervention Program for Children

The below comprehensive rating form can be used to collect performance information twice during the school day, once in the morning and again in the afternoon. If more frequent ratings are needed, see the individual measure rating forms for: Tolerance, engagement and participation •  Green Zone Performance  •  Green Zone and Tolerance/engagement/participation: Combined Measures • Episode Data • Intensity of Behavior •  Student Performance During Distance Learning •  Sportsmanship Scoring Key  •  Levels of Independence with Competitive Game Play Rubric  •   Documentation of Deterioration in Mental Status and Emotional Stability

Direct download: Student Performance Rating Scale

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]]> Emotional Regulation and Sportsmanship in Competitive Games https://kevinplummerphd.com/emotional-regulation-and-sportsmanship-in-competitive-games/?utm_source=rss&utm_medium=rss&utm_campaign=emotional-regulation-and-sportsmanship-in-competitive-games Thu, 20 Feb 2025 20:27:51 +0000 https://kevinplummerphd.com/?p=3478 For Students Impacted by Mood Dysregulation Disorders The materials in this section are designed to help students who enjoy competitive games during physical education classes, recess, and periods of free time, but are challenged to maintain satisfactory emotional regulation during these experiences. The traditional proactive approach has been to work on the development of social […]

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]]> For Students Impacted by Mood Dysregulation Disorders

The materials in this section are designed to help students who enjoy competitive games during physical education classes, recess, and periods of free time, but are challenged to maintain satisfactory emotional regulation during these experiences. The traditional proactive approach has been to work on the development of social skills as well as mood regulation skills in an instructional setting. The traditional reactive approach has been to employ discipline and punitive measures to penalize the behavior or restrict access to the problematic situation. Both approaches have merit and they should probably both be employed at the same time.

Please Also See:

direct download (pdf)

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]]> Why Focus on Developing Leisure and Play Skills? https://kevinplummerphd.com/why-focus-on-developing-leisure-and-play-skills/?utm_source=rss&utm_medium=rss&utm_campaign=why-focus-on-developing-leisure-and-play-skills Thu, 20 Feb 2025 19:59:16 +0000 https://kevinplummerphd.com/?p=3451 Regardless of the cause, the underdevelopment of leisure skills puts students—and those working with them—at a great disadvantage. The role of leisure skills in the overall progress of children impacted by emotional and behavioral challenges and by those impacted by developmental disabilities is outlined below in a long list of reasons for developing play and […]

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]]> Regardless of the cause, the underdevelopment of leisure skills puts students—and those working with them—at a great disadvantage. The role of leisure skills in the overall progress of children impacted by emotional and behavioral challenges and by those impacted by developmental disabilities is outlined below in a long list of reasons for developing play and leisure skills. Revisiting these ideas can help support children in developing these skills even inside an academic environment.

Reasons for developing play and leisure skills include; Relief and Restore, Distraction, Reward Potency, Mood Regulation, Locus of Control, Social Connection, Engagement in the Present and others.

direct download (pdf)

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]]> Why Visual? https://kevinplummerphd.com/why-visual/?utm_source=rss&utm_medium=rss&utm_campaign=why-visual Thu, 20 Feb 2025 19:36:40 +0000 https://kevinplummerphd.com/?p=3432 This is a question that is asked frequently when behavior intervention leans heavily on a visual component. Why are we emphasizing the use of visual supports, even for students who understand spoken language? Therapeutic intervention for emotionally, behaviorally, or developmentally impacted children should rely heavily on visual communication for several key reasons including; increased sense […]

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]]> This is a question that is asked frequently when behavior intervention leans heavily on a visual component. Why are we emphasizing the use of visual supports, even for students who understand spoken language? Therapeutic intervention for emotionally, behaviorally, or developmentally impacted children should rely heavily on visual communication for several key reasons including; increased sense of stability, activated reward centers, predictability and clear expectations, and a clear path toward student independence.

direct download (pdf)

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

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]]>