behavior Archives - Kevin Plummer, PhD https://kevinplummerphd.com/tag/behavior/ School Clinical & Consulting Services Mon, 03 Mar 2025 20:00:05 +0000 en-US hourly 1 https://kevinplummerphd.com/wp-content/uploads/cropped-KP-SCCS-900-1-75x75.png behavior Archives - Kevin Plummer, PhD https://kevinplummerphd.com/tag/behavior/ 32 32 Episode Data https://kevinplummerphd.com/episode-data/?utm_source=rss&utm_medium=rss&utm_campaign=episode-data Sat, 09 Sep 2023 10:52:10 +0000 https://kevinplummerphd.com/?p=3227 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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]]> 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) https://kevinplummerphd.com/monitoring-student-engagement-tolerance-and-program-participation-bbtipc/?utm_source=rss&utm_medium=rss&utm_campaign=monitoring-student-engagement-tolerance-and-program-participation-bbtipc Mon, 14 Aug 2023 14:36:01 +0000 http://kevinplummerphd.com/?p=225 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.

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]]> 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)

See also: Episode Data – a Rating Form • Intensity of Behavior • Student Performance During Distance Learning

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]]> Soft Skills for School and Life https://kevinplummerphd.com/soft-skills-for-school-and-life/?utm_source=rss&utm_medium=rss&utm_campaign=soft-skills-for-school-and-life Sun, 16 Jul 2023 20:22:57 +0000 http://kevinplummerphd.com/?p=1456 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 […]

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]]> 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 – A Recognition-Based Program https://kevinplummerphd.com/the-green-zone-a-recognition-based-program/?utm_source=rss&utm_medium=rss&utm_campaign=the-green-zone-a-recognition-based-program Fri, 14 Jul 2023 14:09:02 +0000 http://kevinplummerphd.com/?p=213 Check charts are probably the most familiar behavior management tool to school staff and parents. In response to disruptive behavior, poor work habits, lack of independence and responsibility, inattentiveness, failure to follow the rules, social violations, and many other common childhood problems, teachers and parents have been told to set up a chart.

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Green Zone Cover Graphic. Click for full-sized JPG to print

Check charts are probably the most familiar behavior management tool to school staff and parents. In response to disruptive behavior, poor work habits, lack of independence and responsibility, inattentiveness, failure to follow the rules, social violations, and many other common childhood problems, teachers and parents have been told to set up a chart…

See Also:
The Green Zone: Basic Guidelines and Reminders for Staff
The Green Zone: Quick Guidelines 
The Green Zone: Performance Rating
For Parents: Understanding the Daily Green Zone Ratings
Why Visual?

Direct document link: Green Zone

 

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]]> Circumstances in the Classroom That Can Adversely Affect Children Who Have Been Impacted by Trauma https://kevinplummerphd.com/circumstances-in-the-classroom-that-can-adversely-affect-children-who-have-been-impacted-by-trauma/?utm_source=rss&utm_medium=rss&utm_campaign=circumstances-in-the-classroom-that-can-adversely-affect-children-who-have-been-impacted-by-trauma Thu, 13 Aug 2020 17:39:34 +0000 https://kevinplummerphd.com/?p=1966 Children who have been impacted by trauma have brains and bodies that are primed to react quickly —to feel threatened—even in experiences that appear benign.  New experiences, new encounters, new relationships are easily contaminated by the trauma of the past. Below are some school and classroom circumstances that are more likely to trigger a trauma […]

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]]> Children who have been impacted by trauma have brains and bodies that are primed to react quickly —to feel threatened—even in experiences that appear benign.  New experiences, new encounters, new relationships are easily contaminated by the trauma of the past. Below are some school and classroom circumstances that are more likely to trigger a trauma response from students who have been impacted by trauma…

Please also see our guide to materials on this topic.

Direct link: Classroom Circumstances That Impact

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]]> Circumstances or Events That Can Cause Children to Develop a Trauma Response https://kevinplummerphd.com/circumstances-or-events-that-can-cause-children-to-develop-a-trauma-response/?utm_source=rss&utm_medium=rss&utm_campaign=circumstances-or-events-that-can-cause-children-to-develop-a-trauma-response Thu, 13 Aug 2020 17:22:03 +0000 https://kevinplummerphd.com/?p=1950 Nearly 50% of all children have experienced one or more of these circumstances or events, and many have experienced them in chronic, unrelenting fashion. Not every child who deals with these circumstances will develop an impactful trauma response. The impact of trauma varies depending on how frequent, how threatening, how chronic or unrelenting the circumstances […]

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]]> Nearly 50% of all children have experienced one or more of these circumstances or events, and many have experienced them in chronic, unrelenting fashion. Not every child who deals with these circumstances will develop an impactful trauma response. The impact of trauma varies depending on how frequent, how threatening, how chronic or unrelenting the circumstances are, and the individual’s sense of vulnerability and/or loss of control…
 
Please also see our guide to materials on this topic.

Direct link: Causes of Trauma in Children

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]]> The Impact of Childhood Complex Trauma on School Functioning https://kevinplummerphd.com/the-impact-of-childhood-complex-trauma-on-school-functioning/?utm_source=rss&utm_medium=rss&utm_campaign=the-impact-of-childhood-complex-trauma-on-school-functioning Thu, 13 Aug 2020 16:28:39 +0000 https://kevinplummerphd.com/?p=1940 This article details the physiological, emotional, psychological, and cognitive impacts of complex trauma such as: Unregulated Stress Response System; Impaired Attention; Focus and Concentration; Memory Problems; Thinking, Reasoning, Learning Problems; Impaired Perception; Dissociation;  Insecure Attachment; Emotional Regulation Problems; Over Exerting Control; and Poor Self-Concept.  Please also see our guide to materials on this topic. Direct […]

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]]> This article details the physiological, emotional, psychological, and cognitive impacts of complex trauma such as: Unregulated Stress Response System; Impaired Attention; Focus and Concentration; Memory Problems; Thinking, Reasoning, Learning Problems; Impaired Perception; Dissociation;  Insecure Attachment; Emotional Regulation Problems; Over Exerting Control; and Poor Self-Concept.  Please also see our guide to materials on this topic.

Direct Link: Impact of Trauma at School

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]]> Supporting Trauma-impacted Students in School https://kevinplummerphd.com/supporting-trauma-impacted-students-in-school/?utm_source=rss&utm_medium=rss&utm_campaign=supporting-trauma-impacted-students-in-school Thu, 13 Aug 2020 12:44:49 +0000 https://kevinplummerphd.com/?p=1993 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 […]

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]]> 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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]]> Safe Room Protocol and Guidelines https://kevinplummerphd.com/safe-room-protocol-and-guidelines/?utm_source=rss&utm_medium=rss&utm_campaign=safe-room-protocol-and-guidelines Tue, 20 Aug 2019 14:39:19 +0000 https://kevinplummerphd.com/?p=1882 The safe room is the last stage of de-escalation, and only implemented because the student cannot be kept safe by a less restrictive means. It is only used, then, when a student is unsafe and for only the amount of time it takes to achieve a safe state with that student. The safe room is […]

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]]> The safe room is the last stage of de-escalation, and only implemented because the student cannot be kept safe by a less restrictive means. It is only used, then, when a student is unsafe and for only the amount of time it takes to achieve a safe state with that student.

The safe room is only for safety issues, not for punitive reasons or for corrective consequences. Therefore, the safe room should not be used as an intervention…

Please also see other safe room articles here.

direct link: Safe Room Guidelines

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]]> Distress Tolerance – Guide to Materials https://kevinplummerphd.com/distress-tolerance-guide-to-materials/?utm_source=rss&utm_medium=rss&utm_campaign=distress-tolerance-guide-to-materials Wed, 07 Aug 2019 15:42:32 +0000 https://kevinplummerphd.com/?p=1914 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 […]

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]]> 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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]]> Think Time Protocol and Guidelines https://kevinplummerphd.com/think-time-protocol-and-guidelines/?utm_source=rss&utm_medium=rss&utm_campaign=think-time-protocol-and-guidelines Tue, 07 Aug 2018 15:01:22 +0000 https://kevinplummerphd.com/?p=1898 Think time is a form of time out, where the primary objective is to have students engage in a self-control exercise while experiencing a “no reward condition” for a prescribed period of time, while thinking about their behavior and about options that would be better for them. Time out refers to the practice of excluding […]

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]]> Think time is a form of time out, where the primary objective is to have students engage in a self-control exercise while experiencing a “no reward condition” for a prescribed period of time, while thinking about their behavior and about options that would be better for them. Time out refers to the practice of excluding the student from reward for a brief period of time. Reward could be social, personal approval from adults, attention, and tangible/concrete reinforcement…

For more information also see:
Time Out Guidelines & Training
Think Time VisualExamples

Direct links: Think TimeThink Time Visual

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]]> Safe Room Progress https://kevinplummerphd.com/safe-room-progress/?utm_source=rss&utm_medium=rss&utm_campaign=safe-room-progress Tue, 07 Aug 2018 14:47:20 +0000 https://kevinplummerphd.com/?p=1887 A chart for students:  I Can Become Safe and Settled Please see other safe room articles here. direct link: Safe Room Progress

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]]> A chart for students:  I Can Become Safe and Settled

Please see other safe room articles here.

direct link: Safe Room Progress

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