level Archives - Kevin Plummer, PhD https://kevinplummerphd.com/tag/level/ School Clinical & Consulting Services Wed, 07 Oct 2020 18:56:52 +0000 en-US hourly 1 https://kevinplummerphd.com/wp-content/uploads/cropped-KP-SCCS-900-1-75x75.png level Archives - Kevin Plummer, PhD https://kevinplummerphd.com/tag/level/ 32 32 Therapeutic Intensity – Using The BBTIPC Rubric System https://kevinplummerphd.com/therapeutic-intensity-using-the-bbtips-rubric-system/?utm_source=rss&utm_medium=rss&utm_campaign=therapeutic-intensity-using-the-bbtips-rubric-system Fri, 27 Jul 2018 14:30:32 +0000 http://kevinplummerphd.com/?p=403 This current article is about the BBTIPS 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.

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]]> 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

 

 

Older/outdated rubrics (2016 Scale runs 5-1):
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 – Hierarchy of Needs Part 1   Therapeutic Support – Hierarchy of Needs Part 2
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 – Micro Goals
Therapeutic Support – Mood Part 1   Therapeutic Support – Mood 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 Support Part 1  Therapeutic Support – Visual Support Part 2

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]]> Attunement and Engagement https://kevinplummerphd.com/attunement-and-engagement/?utm_source=rss&utm_medium=rss&utm_campaign=attunement-and-engagement Thu, 01 Jan 2015 15:12:00 +0000 http://kevinplummerphd.com/?p=144 It is easy to become distracted or preoccupied while teaching or assisting in a therapeutic classroom. However, being present and aware, being attuned to the student and the situation lowers student distress.

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]]> It is easy to become distracted or preoccupied while teaching or assisting in a therapeutic classroom. However, being present and aware, being attuned to the student and the situation lowers student distress. Maintaining a teacher-student connection in a therapeutic classroom depends on a level of focused attention that convinces the student that you have nothing else to do and nothing else to think about right now except what is right in front of you…

Direct Download

See Related Article: Fostering Resilience in Children

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