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Pages:
- Most Recent Posts
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Categories:
- ADHD
- ASD
- BBTIPC
- CFP
- Clinical Articles
- Empathy
- Featured
- For Teachers
- Inclusion
- Oppositional or Defiant Behavior
- Other Writing
- Parent Child Narratives
- Program Assessment
- Program Outline
- Rating & Forms
- Risk Assessment
- Rubrics
- School Clinical & Consulting Services
- Secondary Classroom Management
- Special Projects
- Student Profile & Standards
- Visual Self-Management
Authors:
- K. Plummer (301)
- Kevin Plummer, PhD (1)
Monthly:
- September 2023
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- July 2007
- August 2003
- January 2000
Recent Posts:
- A Brief Reflection on Thirty Years of Service
- Student Performance During Distance Learning
- Stress Feedback – Getting Back to Calm and Settled
- Social Detecting
- Intensity of Behavior
- Episode Data
- Blurting Out the Answer
- Being a Good Sport
- Don’t Forget to Look Up
- Social Emotional Learning Routines
- Empathy – IEP Goals
- Supporting Children and Ourselves: Coping during Covid 19
- Monitoring Student Engagement, Tolerance and Program Participation (BBTIPC)
- Social Comprehension Breakdown
- Teacher Guidelines for Providing Parent Feedback on Student Performance
- Guidelines for Using the Coupon Program
- Comprehension Guides – Topic Directory
- Measuring Student Performance
- Establishing Proficiency with Restorative Breaks
- Soft Skills for School and Life
- Settled Scales
- The Green Zone: Basic Guidelines and Reminders for Staff
- The Green Zone: Parent Information
- Taking a Break: Comprehension Guide
- The Green Zone – A Recognition-Based Program
- Video: Supporting Trauma-impacted Students in the Classroom
- Fostering Resilience in Children
- Supporting Trauma-Impacted Students Returning to School
- Pandemic Trauma in Students Returning to School Buildings
- Prepare Yourself for Your Return to School
- Trauma-impacted Students: Guide to Materials
- Circumstances in the Classroom That Can Adversely Affect Children Who Have Been Impacted by Trauma
- Protective and Vulnerability Factors in Children’s Response to Trauma
- Circumstances or Events That Can Cause Children to Develop a Trauma Response
- The Impact of Childhood Complex Trauma on School Functioning
- Definition of “Trauma Supportive” at School
- Supporting Trauma-impacted Students in School
- Compassion Fatigue: Educator and Clinician Resilience Guide
- Guidelines for Using Routines
- Teacher Attention Program
- ADHD Coupon Program
- Back to Work
- Teachers of the Pandemic
- Reflection on the Pandemic
- Paths to Leadership
- Compassion Fatigue and Resilience With Staff in Therapeutic Program
- Options for Creating a Resilience Plan: From Protect to Revitalize
- Restorative Breaks
- A Gift From my Father
- Exercising Grocery Store Patience II
- Exercising Grocery Store Patience
- Running Shoes
- The Perfect End to the Week
- Congratulations Gabe, Ph.D
- Happy Birthday Ben
- Brain-Based Therapeutic Intervention Programming for Children (BBTIPC)
- Impulsive Responding Program – Directions
- Impulsive Responding Coupons
- Impulsive Responding Story – A Comprehension Guide
- Impulsive Responding Book – A Comprehension Guide
- Worn Out Rating Scale
- Worn Out Fingerprint
- Upset Rating Scale
- Distress Support Plan
- Stressed and Frustrated Story – A Comprehension Guide
- Frustration Fingerprint II – Narrative
- Frustration Strategies III
- Therapeutic Communication
- Signs and Symptoms of Work Engagement and Compassion Satisfaction
- Signs and Symptoms of Compassion Fatigue
- Risk Factors for Compassion Fatigue
- Minimizing Compassion Fatigue
- IEP Goal Development For Students in the BBTIPC
- Gradient of Knowing: Visual Supports
- The Gradient of Knowing Program
- Safe Room Protocol and Guidelines
- Therapeutic Communication Checklist
- Important Things to Remember About Therapeutic Communication
- Happy 28th Birthday
- Happy 27th Birthday
- Every Second Matters
- Asking Permission Program: A Comprehension Guide with Visual Support
- Clearing up Confusion: Guide to Materials
- Making an Adjustment: A Comprehension Guide
- Warming Up, Staying Neutral Program
- Teacher Decisions: A Comprehension Guide
- Whole-Class Instruction: A Comprehension Guide
- Distress Tolerance – Guide to Materials
- Working in a Group
- Improving Comprehension of the Nuances of Routines
- Program Building and Professional Development Process
- Visual Feedback System Program Guidelines
- Working in a Group – Visual Feedback System
- Staying Focused Program – Visual Feedback System
- Socializing Instead of Working – Visual Feedback System
- Try Hard – Visual Feedback
- On Track Program
- Supporting Students Through Transitions in the School Day
- Visual Feedback Systems: Flexible Routines (Fundations)
- Routine Card Independence Program