guidelines Archives - Kevin Plummer, PhD https://kevinplummerphd.com/tag/guidelines/ School Clinical & Consulting Services Thu, 06 Mar 2025 15:20:56 +0000 en-US hourly 1 https://kevinplummerphd.com/wp-content/uploads/cropped-KP-SCCS-900-1-75x75.png guidelines Archives - Kevin Plummer, PhD https://kevinplummerphd.com/tag/guidelines/ 32 32 Student Performance During Distance Learning https://kevinplummerphd.com/student-performance-during-distance-learning/?utm_source=rss&utm_medium=rss&utm_campaign=student-performance-during-distance-learning Mon, 11 Sep 2023 19:22:33 +0000 https://kevinplummerphd.com/?p=3303 Measuring Student Performance in Therapeutic Programs During Distance Learning Even after the forced school closings of 2020 have generally ceased, the option of providing distance learning under special circumstances remains. Just as instruction has been adapted to fit a distance learning approach, measuring student performance has also been adapted. These measurement guidelines are based upon […]

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]]> Measuring Student Performance in Therapeutic Programs During Distance Learning

Even after the forced school closings of 2020 have generally ceased, the option of providing distance learning under special circumstances remains. Just as instruction has been adapted to fit a distance learning approach, measuring student performance has also been adapted. These measurement guidelines are based upon unique environment of distance learning. In-school performance measurement guidelines are here.

Direct download: Student Performance During Distance Learning

 

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]]> Supporting Children and Ourselves: Coping during Covid 19 https://kevinplummerphd.com/support-your-children-at-home-during-a-stressful-time/?utm_source=rss&utm_medium=rss&utm_campaign=support-your-children-at-home-during-a-stressful-time Tue, 22 Aug 2023 17:05:51 +0000 https://kevinplummerphd.com/?p=2618 The materials below include guidelines and specific ideas about how to Support Children Who are Home due to the corona virus. 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 […]

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]]> The materials below include guidelines and specific ideas about how to Support Children Who are Home due to the corona virus.

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)

Introduction and Modules I, II, and III:
Support Your Children: Modules: I,II,II (pdf)
 Modules IV and V:
Support Your Children: Modules: IV and V (pdf)
 Modules VI, VII, VIII:
Support Your Children: Modules: VI – VIII (pdf)

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

   
Promoting Engagement in a Virtual Classroom (pdf)
 Achieving Connectedness While Physically Distant (pdf)
   
Staying Attuned in a Virtual Classroom (pdf)
 Relationship Development: Recognition (pdf)
   
Engaging Less Motivated Students (pdf)
Related Materials for Teachers (pdf)

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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.

Taking Care of Yourself During the Pandemic: 
Understanding Unprecedented Stress (pdf)

The Pandemic Stress Management Toolkit:
Interrupting the Stress Response (pdf)

 

 

Teachers of the Pandemic

Reflection on the Pandemic

Go to: Prepare for Your Return to School

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]]> Teacher Guidelines for Providing Parent Feedback on Student Performance https://kevinplummerphd.com/teacher-guidelines-for-providing-parent-feedback-on-student-performance/?utm_source=rss&utm_medium=rss&utm_campaign=teacher-guidelines-for-providing-parent-feedback-on-student-performance Sun, 13 Aug 2023 16:36:27 +0000 https://kevinplummerphd.com/?p=2360 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 […]

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]]> 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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]]> Guidelines for Using the Coupon Program https://kevinplummerphd.com/guidelines-for-using-the-coupon-program/?utm_source=rss&utm_medium=rss&utm_campaign=guidelines-for-using-the-coupon-program Thu, 10 Aug 2023 17:51:32 +0000 https://kevinplummerphd.com/?p=3023 Prior to going into more detail about the Coupon Program it is important to understand the role of student comprehension of behavioral expectations. A break down in social understanding is a significant contributor to emotional and behavioral problems in school, so comprehension must be a critical ingredient in any behavior intervention effort. Just naming the […]

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]]> Prior to going into more detail about the Coupon Program it is important to understand the role of student comprehension of behavioral expectations. A break down in social understanding is a significant contributor to emotional and behavioral problems in school, so comprehension must be a critical ingredient in any behavior intervention effort. Just naming the behavior and putting it on a chart is not enough to ensure student comprehension. What is in the teacher’s mind is not always what is in the student’s mind…    Direct Download: Coupon Program Guidelines

Related Materials:
Teacher Attention Program: A Coupon Program
ADHD Coupon Program
ADHD Coupons – Elementary School  •   ADHD Coupons – Middle School  •   ADHD Coupons – Positive Feedback
Blurting out the Answer: Coupon Program

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

 

 

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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 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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]]> Therapeutic Communication https://kevinplummerphd.com/therapeutic-communication/?utm_source=rss&utm_medium=rss&utm_campaign=therapeutic-communication Thu, 22 Aug 2019 16:00:27 +0000 http://kevinplummerphd.com/?p=1500 Build positive relationships and increase student motivation. This comprehensive guide (2019) includes information about: Talk Less and Show More—Visual Support of the Verbal Message; The Language of Routine; Improving Comprehension of the Nuances of Routine with Visual Communication;  Words Reflect the Relationship; Words for Reinforcement and Effective Positive Feedback ; Words for Memory Building and […]

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]]> Build positive relationships and increase student motivation.

This comprehensive guide (2019) includes information about:

Talk Less and Show More—Visual Support of the Verbal Message; The Language of Routine; Improving Comprehension of the Nuances of Routine with Visual Communication;  Words Reflect the Relationship; Words for Reinforcement and Effective Positive Feedback ; Words for Memory Building and Perception Management; Words Can Show You Are Attuned…

See Also: Words to Reframe Irrational and Self-destructive Thinking

Direct pdf download

Related Articles:

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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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]]> Teacher Decisions: A Comprehension Guide https://kevinplummerphd.com/teacher-decisions-a-comprehension-guide/?utm_source=rss&utm_medium=rss&utm_campaign=teacher-decisions-a-comprehension-guide Fri, 09 Aug 2019 12:52:08 +0000 https://kevinplummerphd.com/?p=2286 Sometimes teachers will tell students that they must do something. They might say, “It’s time to come back to the table and begin the next activity,” and you might be thinking that you want to stay on the rug and keep looking at your book. Here are guidelines to help students follow the teacher’s decisions […]

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]]> Sometimes teachers will tell students that they must do something. They might say, “It’s time to come back to the table and begin the next activity,” and you might be thinking that you want to stay on the rug and keep looking at your book. Here are guidelines to help students follow the teacher’s decisions in class…

direct pdf download

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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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]]> Program Building and Professional Development Process https://kevinplummerphd.com/program-building-and-professional-development-process/?utm_source=rss&utm_medium=rss&utm_campaign=program-building-and-professional-development-process Tue, 06 Aug 2019 05:11:20 +0000 http://kevinplummerphd.com/?p=1401 Observations by clinical, consultation or coordination staff, OR input, questions and concerns, request for consultation by classroom staff process chart. direct pdf link

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]]> Observations by clinical, consultation or coordination staff, OR input, questions and concerns, request for consultation by classroom staff process chart.

direct pdf link

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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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