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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 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

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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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Coupons/Forms for Review and Download

Download: ADHD Coupon Program
Guidelines for Using the Coupon Program

ADHD Coupons – Elementary School
ADHD Coupons – Middle School
ADHD Coupons – Positive Feedback

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Direct download: Therapeutic Communication Checklist

Related Articles:  Therapeutic Communication: Build Positive Relationships and Increase Student Motivation (2019 Program Guide)
Therapeutic Communication Checklist  
Important Things to Remember about Therapeutic Communication

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Prior to beginning this program, read Staying Neutral, A Warm Up Routine for a thorough understanding of the challenge the student faces, the problems it presents, and how to use this program to support the student. The rest of the materials described below (and how to use them) will only make sense after reading Staying Neutral, A Warm Up Routine.

Prior to starting the Warming Up, Staying Neutral Program this Comprehension Guide should be read with the student a few times. The Warm Up, Stay Neutral Story has the same content, but it’s condensed into two sheets of paper. This might appeal more to older elementary school and younger middle school students, and it’s easier (than the guidebook) to reference quickly when needed.

Related Articles

• Warming up: Program Directions
• Staying Neutral, A Warm Up Routine
• Warming up Story
• Warming up Book
• Warm Up: Neutral, Teacher Edition
• Warm Up: Neutral Routine

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Students who lack an understanding of the subtleties of routines will struggle to acquire independence with those routines until we can help them with a more complete comprehension of the nuances of the routine. Improving comprehension of the subtle, yet vital, aspects of the routine can be achieved by creating a brief written and illustrated manual or guidebook that reveals what some students miss and what they should try to do differently…

direct pdf download

Related Articles:

• Why Visual?
• Visual Feedback System – Program Guidelines (for Comprehension Guides and Other Visual Feedback Programs)
• Flexible Routines (Fundations)
• On Track Program
• Socializing Instead of Working – Visual Feedback
• Staying Focused – Visual Feedback
• Try Hard – Visual Feedback
• Working in a Group – Visual Feedback

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The School Clinical & Consulting Services (SCCS) treatment approach for Autism Spectrum Disorder (ASD) is eclectic. It is based on a combination of strategies and fundamental principles from many different approaches to treating  ASD, including; structured teaching from Division TEACCH (Treatment and Education of Autistic and related Communication handicapped Children), incidental learning from Stanley Greenspan (floor time), Kathleen Quill, and many others, ecological intervention from the SCERTS Model (social communication emotional regulation and transactional support), and applied behavior analysis (ABA).

Examples of the Intervention Strategy Guides:

Diagnostic Criteria For ASD
Description of Social Functioning For ASD Students
ASD Social Intervention
Description of Social Communication For ASD Students
Academic Situations That Challenge The Child With ASD
Classroom Situations That Challenge The Child With ASD
Behavior That Indicates The ASD Student Is Having Difficulty
Social Intervention In The Classroom
Reducing Confusion And Increasing Organization
Identifying Sources Of Stress And Developing a Coping Plan
Classroom Conditions That Support Students With ASD
Daily Rating of Adjustment and Program Participation
Restorative Breaks

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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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This is a program option to consider when you feel students are seriously compromised in their  capacity to function in their typical therapeutic setting (e.g., due to need for meds, an illness, a lack of sleep, a significant life disruption at home, etc.).

When we can’t move forward with a student, due to temporary circumstances, our goal is to avoid moving backward. That is the purpose of Plan B. 

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A Quick Reference for General Guidelines for The Green Zone. More information on this program can be found here.

The Green Zone is a teaching tool, a means of instruction, of clarifying standards by providing timely visual and continuous feedback on performance. The goal of the Green Zone is to teach/clarify and to reward the student for improving performance or sustaining good performance levels.

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