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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Also see the following two articles:
Relationship Between Mood, Memory, Perception and Behavior
The Role of Memory in the Manifestation of Behavior

direct link: Important Things About Memory

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Please see other safe room articles here.

direct link: Safe Room Progress

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Teacher approval is a powerful therapeutic device; it can be a source of inspiration, a reason to come through the door in the morning and do your best.  Forming close, trusting, caring relationships with troubled students is challenging…

direct link: Important things to remember about relationships

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Students with emotional challenges have frequent mood shifts and emotional attacks over the course of the day. In addition, their tolerance for schoolwork diminishes more rapidly than it does for the typical student. Some days it diminishes more quickly than other days. They get tired, frustrated, and overwhelmed by how much they have to do; they lose their patience and concentration, and then give up and stop working. A restorative break can be used to help children who are perseverating on or “stuck” on a particular problem and it can be used to cope with rising stress or frustration…

Important Things to Remember about Restorative Breaks

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This is a flow cart that supports teachers in determining how and when to use breaks.

Restorative break is a positive and constructive part of the student’s coping plan. Structured breaks are used to restore a productive mood, they are used to restore diminished tolerance, they are used to provide relief within difficult tasks, and they are used to interrupt a sudden or a sustained escalation that has not yet become unsafe.

See also: When to Use Breaks, Think Time and the Safe Room

Break Flow Chart

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The functioning level of students in therapeutic classrooms is particularly susceptible to decline the week before school vacations and during the last four weeks of the school year. These periods of time require additional planning so that more support can be provided and we can be more mindful of the reduced level of challenge and demand that the students are capable of managing. This isn’t the case with all students, but the percentage of students that this applies to is high enough for our consideration.

Student needs increase the week before most vacations.

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Establishing Relationships with Students

Attunement

Communication for Better Classroom Management

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Time out refers to the practice of excluding the student from ongoing classroom activities for a brief period of time. Time out may be used as a consequence step in a sequence of intervention steps that starts with systematic recognition of other behavior and recognition of incompatible behavior, followed by more ignoring of the negative behavior while reinforcing other students, leading to the complete ignoring of the target student until an approximation of the target positive behavior is demonstrated.

Also see:
Time Out Analysis
Time Out Guidelines and Training
Time Out and Redirection Scripts
Time Out Protocol
Time Out Training Visual

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Also See: Standards for Behavioral Functional Guidelines 
 Standards for Behavioral Functioning Rating
Student Profile Rating Form
Student Profile Rating Form Scoring

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Goal Sheet for Students. Includes crediting selected goals such as “student does not disrupt ongoing activities,” “student is respectful toward others,” “student makes suggestions without offending others.” Top Performing Zone is 75-100%

http://kevinplummerphd.com/wp-content/uploads/Goal-Sheet.pdf<br />

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