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Intensity of Behavior

K. Plummer Site — Fri, 28 Feb 2025 11:18:15 +0000

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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What it Takes to Succeed with the “Therapeutic Approach” (the BBTIPC)

K. Plummer Site — Tue, 25 Feb 2025 05:50:12 +0000

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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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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Episode Data

K. Plummer Site — Sat, 09 Sep 2023 10:52:10 +0000

Tracking Episode Data: Episode Coding

Much of student behavior is captured by the tolerance, engagement and participation data.
Related: Intensity of Behavior Scale
Measuring Student Performance
Monitoring Student Engagement Tolerance & Program Participation
Rating Guidelines
Program Student Evaluation
Documentation of Deterioration in Mental Status and Emotional Stability

Direct Download: Episode Data

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Monitoring Student Engagement, Tolerance and Program Participation (BBTIPC)

K. Plummer Site — Mon, 14 Aug 2023 14:36:01 +0000

Monitoring Student Engagement, Tolerance and Program Participation (BBTIPC)

It is common, at the end of the school day, for the teacher to write a note home to parents of selected students to report on the students’ performance during the school day. These notes are narrative, anecdotal accounts. Please also see 2019 article Teacher Guidelines for Parent Feedback (transitioning to numerical rating system)

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Teacher Guidelines for Providing Parent Feedback on Student Performance

K. Plummer Site — Sun, 13 Aug 2023 16:36:27 +0000

This document is intended as a guide for teachers, so they can help parents make the transition from anecdotal notes to numerical ratings. Other performance information will also be provided (Green Zone performance, Credit Check success), but the primary daily information will be in the form of a Student Performance rating scale.

For more comprehensive information, also see: Monitoring Student Engagement, Tolerance and Program Participation (BBTIPC). Additionally, you may find the The Green Zone Parent Reference useful.

Direct pdf download: Teacher Guidelines for Providing Parent Feedback on Student Performance

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Supporting Trauma-impacted Students in School

K. Plummer Site — Thu, 13 Aug 2020 12:44:49 +0000

This set of guidelines is organized into two major sections. The first section is a listing of dozens of supportive approaches. Following this list is a more thorough explanation of each area of support and the strategies recommended. In addition, more significant literature on each topic is available at Brain Based Therapeutic Intervention Programming for Children (BBTIPC). Please also see the Guide to Materials: Trauma-impacted Schools.

Direct link to article

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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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IEP Goal Development For Students in the BBTIPC

K. Plummer Site — Wed, 21 Aug 2019 19:25:01 +0000

The initial goal of the therapeutic program is to increase student engagement and productivity over the course of the school day. Students who are new to the program should have goals that reflect their increase in engagement and productivity (as measured by the tolerance, engagement and participation scale) by setting benchmarks of percentages of time that the student…

direct pdf download

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Developing Proficiency With BBTIPC

K. Plummer Site — Sat, 04 Aug 2018 13:56:16 +0000

The BBTIPC Proficiency Scale

The BBTIPC Proficiency Scale is used to measure staff competency within and across all fourteen elements and complementary areas. Effective intervention teams will have people with a broad range of expertise across several of these areas. The proficiency scale is used to show who has expertise in specific areas, where proficiency within the team could use more growth, and it can also be used to measure changes in proficiency within and across teams following proficiency development efforts. For more on proficiency development, see the section later in this document, BBTIPC Proficiency Development: Learning Experiences and Activities.

Please also see: The Level of Community Within Your Therapeutic Team

Additional credit: Elizabeth Dubois, for contributions to the BBTIPC Proficiency Scale.

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Therapeutic Intensity – Using The BBTIPC Rubric System

K. Plummer Site — Fri, 27 Jul 2018 14:30:32 +0000

This article is about the BBTIPC Therapeutic Intensity Rubric System. It provides an explanation of how the rubrics can be used to plan, organize, and individualize treatment as well as how to use the rubrics to assess progress and document what the student needs in order to be successful in a school program… [Please scroll down for updated Intensity Rubrics]

BBTIPC Therapeutic Support Rubrics
Updated 2018: Scale runs 1 minimal – 5 extreme (pdfs)

Therapeutic Support – Case Consultation
Therapeutic Support – Communication

Therapeutic Support – Community Part 1
Therapeutic Support – Community Part 2

Therapeutic Support – De-escalation
Therapeutic Support – Environmental Support

Therapeutic Support – Identity Shaping Part 1
Therapeutic Support – Identity Shaping Part 2

Therapeutic Support – Management of Demand

Therapeutic Support – Memory Part 1
Therapeutic Support – Memory Part 2

Therapeutic Support – Microgoal

Therapeutic Support – Mood Part 1
Therapeutic Support – Mood Part 2

Therapeutic Support – Needs Hierarchy Part 1
Therapeutic Support – Needs Hierarchy Part 2

Therapeutic Support – Perception Part 1
Therapeutic Support – Perception Part 2

Therapeutic Support – Recognition/ Reinforcement Part 1
Therapeutic Support – Recognition/ Reinforcement Part 2

Therapeutic Support – Relationship

Therapeutic Support – Restore

Therapeutic Support – Routine

Therapeutic Support – Staff to Student Ratio

Therapeutic Support – Transition

Therapeutic Support – Visual Part 1
Therapeutic Support – Visual Part 2

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Hands

K. Plummer Site — Mon, 02 Jul 2018 16:14:59 +0000

Her hair was cut short and curled. It didn’t look bad, but my instinct was to say nothing about it so I kept my comments to myself as she passed me and waved hello on her way into the classroom. She kept her winter jacket on, and as she entered the class she pulled up the hood. Someone later told me that her foster mother had cut her hair back short—as a way to punish her. She keeps the hood on when she’s around her peers, so they won’t see what was done to her.

The little girl is just six years old. She lives in a foster home, her biological mother lives in a homeless shelter, her two brothers are in psychiatric facilities. This girl has already had two stays in a child psychiatric hospital. Her biological mother, who has a violent and explosive temper, is in and out of the psychiatric hospitals herself. One day this little girl came to school with dual handprint bruising on her neck—a failed attempt by her biological mother to choke her to death. Now the little girl is in foster care, but she doesn’t behave well, so they punish her. She’s been diagnosed with Post Traumatic Stress Disorder and Reactive Attachment Disorder, a serious combination of psychiatric illnesses. She presents with chronic anxiety, severe aggression, self-injurious behavior, suicidal thoughts, sexualized behaviors and possibly command hallucinations. That was in her most recent discharge summary.

She has a fear of the dark, a fear of being alone, trouble falling asleep and chronic nightmares. She is easily frustrated and explosive and she isn’t doing well at school. Today I found out that she will be going into the therapeutic program that I created for this district. That’s why I was observing. I followed her into a small office space where she was taking a break with a teacher assistant. She was using finger paints. Her hands were covered in paint and the paper was a muddy mess. It was time to clean up and move on, but she refused. On her own terms, a minute or so later, she said she was done. She looked up at me on her way to the sink, checking my face for disapproval for the way she had initially refused to cooperate. She didn’t see anything like that in my face and I’m sure she wondered what I saw in her. Her trauma has told her test people to see if they can be trusted.

I had read in her file that she likes to keep things neat, and that one of her favorite activities is to clean and neaten. We made it to the sink and she reached out with her wrists so she could turn on the faucet without covering it in paint. She struggled there for a moment, and then I spoke up, even though I was supposed to be an unobtrusive observer. “It will be hard to keep the sink clean,” I told her, “with hands full of paint.” How will she turn on the faucet and how will she press the soap dispenser without getting paint all over the place, I asked her.” I put down my things and offered to be her hands for the faucet and the soap dispenser. She beamed at this solution. “Do you like warm water or cold water?” I asked her. She liked having a preference and she liked that it mattered to me, so she had a lot to say about why warm water was better. I was in no hurry and neither was she.

She scrubbed her hands, applied more soap, rinsed, and went through the whole procedure again, getting every last bit of paint off. I commented on all these micro-events, these tiny moments, creating an intense focus on the present and on this simple nurturing activity. Time slowed down. I could tell this girl felt cared for in this brief moment. I complimented her about the way she skillfully got every bit of paint off her hands and I remarked on how we worked well as a team to solve a problem together. Then she took the paper towels and thoroughly wiped down the sink. I told her that I thought that was very kind of her and that she seemed like a really thoughtful girl.

I left her in the office with the teacher assistant so I could explain to the staff how they should try to work with her. When I came back, 15 minutes later, there was a drawing on the desk with my name on it and signed by her (someone else did the writing). One side of the paper was a crudely drawn hand and a few crudely drawn hearts. She must not have been satisfied with this because on the other side, the side with the names, someone had shown her how to draw a hand by tracing her own hand. She covered the paper with hands and colored one of them orange (same as the finger paint we had washed off earlier).

You don’t have to do a lot of analysis to understand why she drew those hands. “Thank you for caring about me, for taking the time to see me, for helping me. You’re on the right track, you know what I need, maybe you can help the others help me.” Maybe what we can offer her will not be enough, but we will give her the best opportunity to succeed in a public school, because her therapeutic program is highly proficient with the BBTIPC and her teacher is one of the most talented, compassionate teachers I have ever worked with, and beyond that, this teacher is an unbelievably nice person.

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