The Tough Kid Book, 2nd ed., Appendix A - lcisd.k12.mi.us

The Tough Kid Book®

Meeting Individual Teacher’s Expectations (Individualizing)Tough Kids frequently have not been prepared to meet the expectations they will encounter when they return to a general education classroom. This component of the Tough Kid Generalization Model is designed to ensure that

each Tough Kid will be prepared to demonstrate the behav-iors that are most valued in the specific classroom to which

he or she will be returning.

The steps in the process for individual-izing the teaching of classroom behavior expectations are described in detail in

Chapter 5. This file contains all the materials needed to provide social skills instruction to in-dividual Tough Kids.

Introduction

The Teacher’s Expectations Program teaches Tough Kids:

ρ The five most valued expectations of their new teacher

ρ The steps for performing these expectations

Some teacher expectations are almost universal to all teachers, such as the five skills taught in our Teacher Pleaser Social Skills Program (see Appendix B in The Tough Kid Book [2nd ed.]and on the CD). Other expectations are more in-dividual and may vary from teacher to teacher. Meeting Individual Teacher’s Expectations is de-

signed to assess these individual, varying expec-tations and then teach the skills so Tough Kids can perform these expectations back in their general education classrooms.

Assessing Teacher’s Expectations

The first step is to assess the expectations of the Tough Kid’s new teacher—generally, the teacher who will be receiving the Tough Kid back into a general education classroom. Start the process about three months before the Tough Kid is sched-uled to return to a general education classroom. Have the new teacher fill out the Importance of Classroom Behaviors form (Reproducible 5-7 on pp. 6–7 of this file and on pp. 25–26 of The Tough Kid Tool Box).

Explain to the new teacher that you are trying to assess the five expectations for classroom be-havior that she most values. The form lists 30 of the most common teacher expectations. The

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2 The Tough Kid Book: Appendix A

teacher rates each expectation on a five-point scale, from Not Important (1) to Extremely Important (5). The new teacher should generally fill out this form about three months before the Tough Kid is placed back in her classroom.

At the same time the new teacher is filling out the Importance of Classroom Behaviors form, the Tough Kid and his current special placement teacher fill out the student version of the form, What I Can Do in the Classroom (Reproducible 5-8 found on pp. 8–9 of this file). The Tough Kid and his teacher should address each item and an-swer honestly to determine whether the Tough Kid is capable of meeting the expectation. The expectations are rated on a scale of 1 (Almost Never) to 5 (Always) based on the Tough Kid’s ability to meet them.

Once the new teacher and the Tough Kid have filled out their respective forms, enter the re-sults on the Classroom Behavior Summary and Comparison form (Reproducible 5-9 on pp. 10–11 of this file). For each of the 30 items, enter the teacher’s rating and the Tough Kid’s rating, then calculate the difference between the two (subtract the student’s rating from the teacher’s rating).

Any expectation where the ratings differ by 2 or more is a potential problem area. In essence, the teacher values the expectation, but the Tough Kid has difficulty meeting it. Note: Differences in the negative direction should not be considered problems because they indicate expectations that the student should be able to meet.

On the summary form, highlight the most sig-nificant gaps between what the general educa-tion teacher expects and what the Tough Kid can

deliver. After you’ve identified the problem ex-pectations, select five behaviors to focus on—the target behaviors. You might select those expecta-tions that have the greatest discrepancy between the teacher’s and the Tough Kid’s ratings, or you might choose those that are most highly valued by the teacher. Then teach the Tough Kid the steps for meeting these five expectations before he or she is placed in the new teacher’s classroom.

Note that some behaviors may already be cov-ered in The Tough Kid Teacher Pleaser Social Skills Program described in Chapter 5 and found on the CD (Appendix_B.pdf). When this is the case, just teach the skill in the Teacher Pleaser program.

Teach Target Behaviors

Use the Social Skills Lesson Plan for Tough Kids (Reproducible 5-10) on pp. 12–13 of this file as a guide for teaching those skills you identify as most important to the Tough Kid’s success in the general education classroom. For each skill, print out a lesson plan and make notes about the specific definitions, skills, and examples you will use when teaching the skill. See Appendix B (Teacher Pleaser Social Skills Program) for ex-amples of lessons that focus on particular skills.

See “How to Use Fillable PDF Forms” on the next page for details on how to fill out lesson plans on your computer and save them for future use.

For each skill, also print a copy of the appro-priate Individual Skill Card (pp. 14–31) in this file). Each of the 30 teacher expectations is broken down into three to five completion steps. Each Individual Skill Card lists the steps along with a cartoon icon that illustrates the expec-

3The Tough Kid Book: Appendix A

tation. (The icons also appear on p. 28 of The Tough Kid Tool Box, a companion book avail-able from Pacific Northwest Publishing, www.PacificNWPublish.com).

Note that this file contains two versions of the Individual Skill Cards—one with a vertical ori-entation, and one with a horizontal orientation. Choose the version that works best for your Tough Kids. For example, you might use the ver-tical orientation to create a small booklet your Tough Kids can insert in their notebooks or carry

with them. Or you may tape or paste the hori-zontal cards at the bottom of a Self-Monitoring Form (Reproducible 5-11A). See “How to Use the Individual Skill Cards and Icons” on the next page for directions on how to electronically copy and paste these cards onto the Self-Monitoring form. A sample Self-Monitoring Form with Individual Skill Cards is shown on p. 206 of The Tough Kid Book.

The icons that appear on the Individual Skill Cards are useful when teaching Tough Kids to

Pointer BoxUSE FILLABLE PDF FORMSThe Social Skills Lesson Plan for Tough Kids (Reproducible 5-10) is fiillable. That means you can fill it out on your computer using the free Adobe Reader and save completed forms for use with future Tough Kids.

You can download the latest version of the Reader at:

http://www.adobe.com/products/acrobat/readstep2.html

Note for Macintosh users: If your computer opens these PDFs using the Preview application, launch Adobe Reader first, then select File/Open to open the PDF.

When you open a fillable PDF in Adobe Reader, you will see a message at the top that says you can save data typed into the form. Fillable forms also have a Clear Form button at the top right. This button appears on screen but does not print. Note that other fillable forms on the CD are designated with an F in their file name.

Select Highlight Fields to see what areas of the form can be filled in. You can use your Tab and/or arrow keys to cycle through the fields in the forms.

To fill in a field, place your cursor on the field and click. In some cases, clicking adds a check mark to the field. In other cases, you will see a blinking cursor, which means you can type in the field. You cannot change the font or font size in these fields. In most cases, you can bold, italic, or underline type by selecting the text and right-clicking to view formatting options.

You can print filled-in forms and/or save them to your computer. Use Save to save the form with your changes. Use Save As to create a new copy of the form with your changes.

How to . . .


self-monitor their own performance in meeting these expectations. They can act as visual prompts to remind the Tough Kid about the target behavior. “How to Use the Individual Skill Cards and Icons” explains how to use Adobe Reader to copy and paste the icons onto PDF forms and into Word documents. The icons could be pasted onto Self-Monitoring Forms, Notes to Home, and level cards as reminders. The Tough Kid Tool Box describes in greater detail how the icons can be used in Home Notes.

Pointer BoxUSE THE INDIVIDUAL SKILL CARDS AND ICONSEach of 30 classroom behaviors is illustrated by an icon that appears on the Individual Skill Card for that behavior. The cards appear on pp. 14–31 of this file. You can use Adobe Reader to copy entire Individual Skill Cards or their icons and paste them on the Self-Monitoring Form (Reproducible 5-11A) or a Note to Home (e.g., Reproducible 5-5). You can also paste them into a Word or PowerPoint file.

Select the Snapshot tool from the Select & Zoom menu in the Tools menu of Adobe Reader. The Snapshot tool lets you draw a window with your cursor around the part of the PDF file you want to copy and paste. As soon as you complete the window, Adobe Reader automatically copies its contents. You can then paste into a PDF, Word, or PowerPoint file and resize as needed.

When you paste into one of the Tough Kid reproducible PDFs, you are inserting as a markup. When you print, be sure to select Print Document and Markups in the Print dialog box so that what you inserted prints. Be careful when pasting into a reproducible that contains fillable fields. If the item you paste is en-tirely covered by a fillable field, you won’t be able to select it to resize it.

Icon Stamp FileIcons.PDF is an Adobe Acrobat Stamp file that you can copy to your computer to gain access to the icons as stamps in Adobe Reader or Adobe Acrobat. You can them simply insert the icons as stamps into the Self-Monitoring Form (Reproducible 5-11A) and the Note to Home (Reproducible 5-5) and resize as desired.

The file should be copied to the Stamps folder for Adobe Acrobat or Adobe Reader. The location of this folder will vary depending on your computer and what program and version you are using, so your best bet is to use Windows Explorer or the Mac Finder to search for a folder called Stamps. You may end up finding more than one. If you’re not sure which folder is the right one, copy the Icons.PDF file into them all. You will need to close Adobe Acrobat or Adobe Reader and restart it to gain access to the icons. Under Tools/Comment & Markup/Stamps, you should see an option called Icons. Select this option to view and insert any of the icons shown on the Individual Skill Cards. The icons are numbered according to the Individual Skill Card on which they appear.

How to . . .

For further information or to offer feedback on any of our products, visit www.PacificNW Publish.com. Please send feedback, questions, and suggestions regarding this CD to info@ PacificNWPublish.com.

5The Tough Kid Book: Appendix A

Copyright 2010 Ginger Rhode, William R. Jenson, and H. Kenton Reavis

The purchaser is granted the permission to duplicate the materials contained in this file solely for use in his or her classroom. No other parts of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without the express written permission of the publisher.

Illustrations: Tom Oling

Reproducibles

Reproducible 5-7. Importance of Classroom Behaviors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Reproducible 5-8. What I Can Do in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Reproducible 5-9. Classroom Behavior Summary and Comparison. . . . . . . . . . . . . . . . . . . . . . . . . . .10

Reproducible 5-10. Social Skills Lesson Plan for Tough Kids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Individual Skill Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Reproducible 5-5. Home Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Reproducible 5-11A. Self-Monitoring Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

© 2010 Rhode, Jenson & Reavis

The Tough Kid®

Importance of Classroom Behaviors

The Tough Kid Book • R E P R O D U C I B L E 5 - 7 ( 1 o f 2 )

(continued)

I. Classroom BehaviorThe student:

1. Listens quietly to directions 1 2 3 4 5 2. Follows oral directions accurately 1 2 3 4 5 3. Follows written directions accurately 1 2 3 4 5 4. Appears attentive during discussions 1 2 3 4 5 5. Is prepared with proper materials 1 2 3 4 5 6. Begins assignments promptly 1 2 3 4 5 7. Works quietly on assignments 1 2 3 4 5 8. Asks for help when needed, but not to excess 1 2 3 4 5 9. Turns in assignments on time 1 2 3 4 5 10. Follows classroom rules 1 2 3 4 5 11. Completes assigned tasks 1 2 3 4 5

II. Basic Interaction Skills

The student:

12. Contributes appropriately to discussions 1 2 3 4 5 13. Responds to the teacher’s praise and attention 1 2 3 4 5 14. Engages in conversations appropriately 1 2 3 4 5 15. Makes requests appropriately 1 2 3 4 5

III. Getting Along Skills

The student:

16. Participates in group activities 1 2 3 4 5 17. Follows rules on the playground 1 2 3 4 5 18. Follows rules in hallways and bathrooms 1 2 3 4 5 19. Is positive and friendly 1 2 3 4 5

Please rate how important it is to you that a student do the following items:

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The Tough Kid®

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III. Getting Along Skills (continued)The student:

20. Is cooperative 1 2 3 4 5 21. Gets the teacher’s attention appropriately 1 2 3 4 5 22. Gets his or her peers’ attention appropriately 1 2 3 4 5 23. Gets along with others on the playground 1 2 3 4 5

IV. Coping Skills

The student:

24. Expresses anger appropriately 1 2 3 4 5 25. Uses appropriate language (no swearing) 1 2 3 4 5 26. Enjoys competition in the classroom/on the

playground1 2 3 4 5

27. Resists peer pressure 1 2 3 4 5 28. Disagrees appropriately 1 2 3 4 5 29. Accepts “No” for an answer 1 2 3 4 5 30. Accepts criticism or consequences

appropriately1 2 3 4 5

Importance of Classroom Behaviors


Once you complete the form, please place an asterisk (*) next to the five behaviors you consider most important for student success in your classroom.

STUDENT FORM

© 2010 Rhode, Jenson & Reavis The Tough Kid Book • R E P R O D U C I B L E 5 - 8 ( 1 o f 2 )

What I Can Do in the Classroom

Almost Never Rarely

Some of the Time Often Always

I. Classroom Behavior 1. I listen quietly to directions. 1 2 3 4 5 2. I follow oral directions accurately. 1 2 3 4 5 3. I follow written directions accurately. 1 2 3 4 5 4. I appear attentive during discussions. 1 2 3 4 5 5. I am prepared with proper materials. 1 2 3 4 5 6. I begin assignments promptly. 1 2 3 4 5 7. I work quietly on assignments. 1 2 3 4 5 8. I ask for help when needed, but not to excess. 1 2 3 4 5 9. I turn in assignments on time. 1 2 3 4 5 10. I follow classroom rules. 1 2 3 4 5 11. I complete assigned tasks. 1 2 3 4 5

II. Basic Interaction Skills 12. I contribute appropriately to discussions. 1 2 3 4 5 13. I respond to the teacher’s praise and attention. 1 2 3 4 5 14. I engage in conversations appropriately. 1 2 3 4 5 15. I make requests appropriately. 1 2 3 4 5

This form is made to be used with the teacher-marked Importance of Classroom Behaviors form (Reproducible 5-7). Responses are then matched on the Classroom Behavior Summary and Comparison form (Reproducible 5-9) to determine target behaviors for individualized social skills training.

(continued)

Student:

School:

Date:

This form was:

___ Marked by student

___ Marked by teacher interviewing student

___ Marked by teacher for student

STUDENT FORM

© 2010 Rhode, Jenson & Reavis The Tough Kid Book • R E P R O D U C I B L E 5 - 8 ( 2 o f 2 )

What I Can Do in the Classroom

III. Getting Along Skills 16. I participate in group activities. 1 2 3 4 5 17. I follow rules on the playground. 1 2 3 4 5 18. I follow rules in hallways and bathrooms. 1 2 3 4 5 19. I am positive and friendly. 1 2 3 4 5 20. I am cooperative. 1 2 3 4 5 21. I get the teacher’s attention appropriately. 1 2 3 4 5 22. I get my peers’ attention appropriately. 1 2 3 4 5 23. I get along with others on the playground. 1 2 3 4 5

IV. Coping Skills 24. I express anger appropriately. 1 2 3 4 5 25. I use appropriate language (no swearing). 1 2 3 4 5 26. I enjoy competition in the classroom/on the

playground.1 2 3 4 5

27. I resist peer pressure. 1 2 3 4 5 28. I disagree appropriately. 1 2 3 4 5 29. I accept “No” for an answer. 1 2 3 4 5 30. I accept criticism or consequences

appropriately.1 2 3 4 5

Notes:

Almost Never Rarely

Some of the Time Often Always


The Tough Kid®

Classroom Behavior Summary and Comparison

For each numbered expectation on the completed Importance of Classroom Behavior Plan (Reproducible 5-7), enter the ranking in the Teacher Rating column. For each numbered expectation on the completed What I Can Do in the Classroom form (Reproducible 5-8), enter the ranking in the corresponding Student Rating column. Subtract the number in the Student Rating column from the number in the Teacher Rating column to determine the Target Behavior score.

Student:

Date:

General Education Teacher:

Form Completed by:

Expectation

Teacher Rating –

Student Rating =

Target Behavior

Score

I. Classroom Skills

1. Listens quietly to directions

2. Follows oral directions accurately

3. Follows written directions accurately

4. Appears attentive during discussions

5. Is prepared with proper materials

6. Begins assignments promptly

7. Works quietly on assignments

8. Asks for help when needed, but not to excess

9. Turns in assignments on time

10. Follows classroom rules

11. Completes assigned tasks

II. Basic Interaction Skills

12. Contributes appropriately to discussions

13. Responds to the teacher’s praise and attention

14. Engages in conversations appropriately

15. Makes requests appropriately

(continued)



The Tough Kid®

Expectation

Teacher Rating –

Student Rating =

Target Behavior

Score

III. Getting Along Skills

16. Participates in group activities

17. Follows rules on the playground

18. Follows rules in hallways and bathrooms

19. Is positive and friendly

20. Is cooperative

21. Gets the teacher’s attention appropriately

22. Gets his or her peers’ attention appropriately

23. Gets along with others on the playground

IV. Coping Skills

24. Expresses anger appropriately

25. Uses appropriate language (no swearing)

26. Enjoys competition in the classroom/on the playground

27. Resists peer pressure

28. Disagrees appropriately

29. Accepts “No” for an answer 30. Accepts criticism or consequences

appropriately

Classroom Behavior Summary and Comparison

Any expectation with a Target Behavior Score of 2 or higher is a potential problem area. Use the Target behavior scores to rank the top five expectations the Tough Kid may have trouble meeting on return to this teacher’s general education classroom. Skills for meeting these five expectations will be the focus of individualized social skills training.

1. ___________ 2. ___________ 3. ___________ 4. ___________ 5. ___________



The Tough Kid®

Social Skills Lesson Plan for Tough Kids

The Tough Kid Book • R E P R O D U C I B L E 5 - 1 0 ( 1 o f 2 )

REVIEW HOMEWORK FROM PREVIOUS SESSION

Have the Tough Kid report on situations in which he or she practiced the skill.

Skill:

INTRODUCE AND DEFINE THE SKILL

Introduce and define the new social skill. Ask the Tough Kid to give you the definition.

Definition:

TEACH STEPS TO THE SKILL (see Individual Skill Cards in Appendix A)

1.

2.

3.

4.

5.

PROVIDE AN EXAMPLE

Example:

PROVIDE A RATIONALE

Provide a reason why the Tough Kid would want to use the skill. Then ask the Tough Kid to think of some other good reasons for using the skill.

Rationale:

(continued)

1

2

3

4

5


The Tough Kid®

Social Skills Lesson Plan for Tough Kids

The Tough Kid Book • R E P R O D U C I B L E 5 - 1 0 ( 2 o f 2 )

PROVIDE MORE EXAMPLES

Give more examples that illustrate the skill. Refer to the Common Classroom Stimuli Assessment to find examples of situations the Tough Kid is likely to encounter in the general education classroom.

PROVIDE NON-EXAMPLES

Non-examples are based on examples provided in Step 6. After each non-example, ask the student, “What’s going to happen?”

ROLE-PLAY

Role-play use of the social skill with the student. Use the examples provided in Step 6, or develop new ones that present situations the Tough Kid is likely to encounter in the general education classroom. Be sure to socially reinforce any Tough Kid who is genuinely making an effort to role-play.

REVIEW THE SKILL

Review the skill definition, rationale, and steps.

HOMEWORK

Assign homework. For example, have the Tough Kid identify opportunities to use the skill and then report back on what happened. Or have the Tough Kid think of more examples of when to use the skill, then role-play them with you.

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Individual Skill Cards

Version 1 Version 2 Vertical Horizontal

Skill 1. Listen 15 23Skill 2. Follow Directions 15 23Skill 3. Follow Written Directions 15 23Skill 4. Pay Attention 15 23Skill 5. Be Prepared 16 24Skill 6. Get to Work 16 24Skill 7. Work Quietly 16 24Skill 8. Ask for Help 16 24Skill 9. Complete Work on Time 17 25Skill 10. Follow Classroom Rules 17 25Skill 11. Complete Work 17 25Skill 12. Participate in a Discussion 17 25Skill 13. Accept Praise 18 26Skill 14. Talk With Others 18 26Skill 15. Make a Request 18 26Skill 16. Participate in a Group 18 26Skill 17. Follow Rules on the School Playground 19 27Skill 18. Follow Rules in the Halls and Bathroom 19 27Skill 19. Be Positive and Friendly 19 27Skill 20. Be Cooperative 19 27Skill 21. Get an Adult’s Attention 20 28Skill 22. Get a Peer’s Attention 20 28Skill 23. Get Along on the Playground 20 28Skill 24. Express Anger Appropriately 20 28Skill 25. Use Appropriate Language (No Swearing) 21 29Skill 26. Compete in the Classroom and in Groups 21 29Skill 27. Resist Peer Pressure 21 29Skill 28. Disagree 21 29Skill 29. Accept “No” for an Answer 22 30Skill 30. Accept Criticism or a Consequence 22 30

© 2010 Ginger Rhode, William R. Jenson & H. Kenton Reavis The Tough Kid Book • I N D I V I D U A L S K I L L C A R D S

L I S T E N

1. Look at the person who is talking (face, eyes).

2. Ask yourself, “What is being said?”

3. Nod your head up and down, and smile.

4. If you understand, say something like “I get it” or “I understand.”

5. If you don’t understand, raise your hand and ask a question. For example, say, “I don’t understand. Could you explain it again?”

1. Listen to the request.

2. Acknowledge the request. For example, say “OK” or “Yes,” or move your head up and down.

3. Ask a question if you don’t understand the request. For example, say, “I don’t understand. Do you mean . . .?”

4. Follow the request quickly (within 3 to 5 seconds).

1. Quietly look at the person who is talking (face, eyes).



4. If you don’t understand, raise your hand and ask a question. For example, say “I don’t understand. Can you explain it?”

1. Read the directions.

2. Ask yourself, “What do they mean?”

3. Read them again.

4. If you understand the directions, follow them.

5. If you don’t understand, raise your hand and ask a question. For example, say, “I don’t understand. Could you explain?”

F O L L O W D I R E C T I O N S

P A Y A T T E N T I O NF O L L O W W R I T T E N D I R E C T I O N S

1 2

3 4

15


1. Ask yourself, “What do I need?”

2. If you are not sure, ask an adult.

3. If you have trouble remembering, make a list (on paper or in your head).

4. Make sure everything is together in one place (in your notebook or backpack).

5. Ask yourself, “What have I forgotten?”

1. Ask yourself, “What do I need to do?”

2. If you are unsure, ask an adult.

3. Start your work.

4. Keep working until you are done or told to stop.

1. Decide what you need before you get the person’s attention.

2. Decide if it is a good time to ask. Ask yourself, “Is the person busy?”

3. Approach the person, or raise your hand and say, “I need help.”

4. Ask for help with a pleasant voice and smile.


2. If you are unsure, raise your hand and ask an adult.

3. Start your work without talking or making noises.

4. Keep still and do your work silently.

5. When you finish, wait quietly.

A S K F O R H E L PW O R K Q U I E T L Y

G E T T O W O R KB E P R E P A R E D

5 6

7 8

16


1. Ask yourself, “When can I finish this work?”

2. Ask yourself, “When will it be due?”


4. Do your work quietly until it is done, and hand it in on time.

1. Listen carefully when the rules are explained.

2. If you don’t understand the rules, ask a question.

3. If the teacher says you broke a rule and you don’t understand, ask the teacher, “What is the rule, and what did I do?”

4. Repeat the rules to yourself.

5. Follow the rules.

1. Ask yourself, “Should I join this discussion?”

2. If yes, listen to what others are saying.

3. Pick something to say.

4. Raise your hand and wait to be called on.

5. When called on, say what you want to say.

1. Ask yourself, “When will my work be done?”

2. Ask yourself, “How much work do I have to do?”



P A R T I C I P A T E I N A D I S C U S S I O NC O M P L E T E W O R K

F O L L O W C L A S S R O O M R U L E SC O M P L E T E W O R K O N T I M E

9 10

11 12

17


1. Decide if you have been praised.

2. Use a friendly voice and smile.

3. Say something like “Thank you” or “I appreciate that.”

1. Pick someone to talk to.

2. Pick something to say (usually something the other person is interested in).

3. Smile and look the person in the face.

4. Start talking in a friendly voice.

1. Understand the group rules. (If you don’t understand, ask an adult.)

2. Listen to what others in the group are saying.

3. Look at people while they are talking and don’t interrupt.

4. When it is your chance, say something in a friendly voice.

1. Decide what you want to ask before you get the person’s attention.

2. Decide if it is a good time to ask. Ask yourself, “Is this person busy?”

3. Approach the person and say, “Can I ask you something?”

4. If the person says “Yes,” make your request in a nice and friendly voice.

5. If the person says “No,” say something like “OK, maybe later.” Think of something else to do instead.

P A R T I C I P A T E I N A G R O U PM A K E A R E Q U E S T

T A L K W I T H O T H E R SA C C E P T P R A I S E

13 14

15 16

18


1. Ask what the playground rules are.


3. If an adult says you broke a rule and you don’t understand, ask, “What is the rule, and what did I do?”

4. Repeat the school playground rules to yourself.


1. Ask what the hall and bathroom rules are.



4. Repeat the hall and bathroom rules to yourself.


1. Ask yourself, “What is being asked of me?”

2. If you don’t understand, ask for an explanation.

3. Do it in a cheerful and friendly way.

1. Do the “Friendly Test” on yourself. Ask yourself, “Am I smiling and talking in a nice voice?”

2. Ask yourself, “Does the rest of my body look friendly?” (hands, feet, etc.)

3. Think of something positive and nice to say to the person. You might say, “Nice to see you,” “You look cool,” or “Let’s hang out.”

4. Say the positive and friendly thing to the person.

F O L L O W R U L E S O N T H E S C H O O L P L A Y G R O U N D

B E P O S I T I V E A N D F R I E N D L Y B E C O O P E R A T I V E

F O L L O W R U L E S I N T H E H A L L S A N D B A T H R O O M

17 18

19 20

19


1. Decide what you want to tell or ask the adult.

2. Ask yourself, “Is the adult busy?”

3. If the adult is busy, wait until she stops for a moment.

4. Ask the adult, “Can I tell (ask) you something?”

5. If she says “Yes,” go ahead. If she says “No,” wait for a better time.

1. Pick who you want to talk to.

2. Decide what you want to say or do.

3. Wait until the person is not busy or talking.

4. Look at the person and start talking in a friendly way.

1. Don’t react—relax first. Take a deep breath and count to ten.

2. Wait at least one second and tell the person why you are angry.

3. Try to not have an angry face and voice.

4. If the problem persists, ignore and walk away.

5. As a choice, you may want to talk with an adult about why you were angry and what happened.

1. Ask yourself, “Do I understand the rules of the playground?”

2. If not, ask an adult about the rules and the expectations for getting along.

3. Find a buddy to hang out or play a game with.

4. Be cooperative with the other students. (Play games, share, take your turns.)

5. If there is a problem with another student, relax, ignore, and walk away. Find an adult and report the problem.

E X P R E S S A N G E R A P P R O P R I A T E L YG E T A L O N G O N T H E P L A Y G R O U N D

G E T A P E E R ’ S A T T E N T I O NG E T A N A D U L T ’ S A T T E N T I O N

21 22

23 24

20


1. Ask yourself, “Do my words upset others?”

2. Ask yourself, “Is this a word I can use in school and with adults?”

3. If the language you use upsets others and should not be used in school, pick new words.

4. If you don’t understand why the words you use upset others, ask an adult.

1. Ask yourself, “Is this a competitive activity?”

2. Ask yourself, “What are the rules?”

3. If you don’t understand the activity or its rules, ask an adult.

4. Realize that someone will win and someone will lose. You can’t always win.

5. Be a good sport. Don’t complain, and compliment the winner.

1. Ask yourself, “Do I disagree with this person?”

2. If yes, ask in a nice voice if you can tell your side.

3. Ask how or why the other person feels that way.

4. Listen to the other person with a positive face.

5. See if you can compromise or work out a deal that both of you feel good about.

1. Listen to what the other kid or kids want to do.

2. Decide if it will upset adults or hurt yourself or other kids.

3. Ask yourself, “What are the consequences? Do I really want to do this?”

4. If you decide not to go along, say, “I can’t do this because . . .”

5. Suggest something else to do. If this doesn’t work, ignore and walk away.

U S E A P P R O P R I A T E L A N G U A G E ( N O S W E A R I N G )

R E S I S T P E E R P R E S S U R E D I S A G R E E

C O M P E T E I N T H E C L A S S R O O M A N D I N G R O U P S

25 26

27 28

21

© 2010 Ginger Rhode, William R. Jenson & H. Kenton Reavis The Tough Kid Book • I N D I V I D U A L S K I L L C A R D S© 2010 Ginger Rhode, William R. Jenson & H. Kenton Reavis The Tough Kid Book • I N D I V I D U A L S K I L L S

1. Ask yourself, “‘Why am I being told ‘No’?”

2. Figure out some other choices. Ask yourself, “What else can I do?”

3. Pick the best choice and do it.

4. Don’t argue.

1. Ask yourself, “Was I wrong?”

2. If yes, say you were wrong and that you will try harder.

3. If you don’t understand, say, “What else can I do?”

4. Accept the consequences or criticism with a neutral face and voice. Don’t be angry, and don’t argue.

5. Apologize in a sincere way.

A C C E P T “ N O ” F O R A N A N S W E R A C C E P T C R I T I C I S M O R A C O N S E Q U E N C E

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22


L I S T E N1. Look at the person who is talking (face, eyes).



4. If you understand, say something like “I get it” or “I understand.”

5. If you don’t understand, raise your hand and ask a question. For example, say, “I don’t understand. Could you explain it again?”

1

1. Listen to the request.

2. Acknowledge the request. For example, say “OK” or “Yes,” or move your head up and down.

3. Ask a question if you don’t understand the request. For example, say, “I don’t understand. Do you mean . . .?”

4. Follow the request quickly (within 3 to 5 seconds).

F O L L O W D I R E C T I O N S

2

1. Read the directions.

2. Ask yourself, “What do they mean?”

3. Read them again.

4. If you understand the directions, follow them.

5. If you don’t understand, raise your hand and ask a question. For example, say, “I don’t understand. Could you explain?”

F O L L O W W R I T T E N D I R E C T I O N S

3

1. Quietly look at the person who is talking (face, eyes).



4. If you don’t understand, raise your hand and ask a question. For example, say, “I don’t understand. Can you explain it?”

P A Y A T T E N T I O N

4

23


1. Ask yourself, “What do I need?”


3. If you have trouble remembering, make a list (on paper or in your head).

4. Make sure everything is together in one place (in your notebook or backpack).

5. Ask yourself, “What have I forgotten?”

B E P R E P A R E D

5



3. Start your work.

4. Keep working until you are done or told to stop.

G E T T O W O R K

6


2. If you are not sure, raise your hand and ask an adult.

3. Start your work without talking or making noises.

4. Keep still and do your work silently.

5. When you finish, wait quietly.

W O R K Q U I E T L Y

7

1. Decide what you need before you get the person’s attention.

2. Decide if it is a good time to ask. Ask yourself, “Is the person busy?”

3. Approach the person, or raise your hand and say, “I need help.”

4. Ask for help with a pleasant voice and smile.

A S K F O R H E L P

8

24


1. Ask yourself, “When can I finish this work?”

2. Ask yourself, “When will it be due?”



C O M P L E T E W O R K O N T I M E

9

1. Listen carefully when the rules are explained.


3. If the teacher says you broke a rule and you don’t understand, ask the teacher, “What is the rule, and what did I do?”

4. Repeat the rules to yourself.


F O L L O W C L A S S R O O M R U L E S

10

1. Ask yourself, “When will my work be done?”

2. Ask yourself, “How much work do I have to do?”



C O M P L E T E W O R K

11

1. Ask yourself, “Should I join this discussion?”

2. If yes, listen to what others are saying.

3. Pick something to say.

4. Raise your hand and wait to be called on.

5. When called on, say what you want to say.

P A R T I C I P A T E I N A D I S C U S S I O N

12

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© 2010 Ginger Rhode, William R. Jenson & H. Kenton Reavis The Tough Kid Book • I N D I V I D U A L S K I L L C A R D S© 2010 Ginger Rhode, William R. Jenson & H. Kenton Reavis

1. Decide if you have been praised.

2. Use a friendly voice and smile.

3. Say something like “Thank you” or “I appreciate that.”

A C C E P T P R A I S E

13

1. Pick someone to talk to.

2. Pick something to say (usually something the other person is interested in).

3. Smile and look the person in the face.

4. Start talking in a friendly voice.

T A L K W I T H O T H E R S

14

1. Decide what you want to ask before you get the person’s attention.

2. Decide if it is a good time to ask. Ask yourself, “Is this person busy?”

3. Approach the person and say, “Can I ask you something?”

4. If the person says “Yes,” make your request in a nice and friendly voice.

5. If the person says “No,” say something like “OK, maybe later.” Think of something else to do instead.

M A K E A R E Q U E S T

15

1. Understand the group rules. (If you don’t understand, ask an adult.)

2. Listen to what others in the group are saying.

3. Look at people while they are talking and don’t interrupt.

4. When it is your chance, say something in a friendly voice.

P A R T I C I P A T E I N A G R O U P

16

26


1. Ask what the playground rules are.



4. Repeat the school playground rules to yourself.


F O L L O W R U L E S O N T H E S C H O O L P L A Y G R O U N D

17

1. Ask what the hall and bathroom rules are.



4. Repeat the hall and bathroom rules to yourself.


F O L L O W R U L E S I N T H E H A L L S A N D B A T H R O O M

18

1. Do the “Friendly Test” on yourself. Ask yourself, “Am I smiling and talking in a nice voice?”

2. Ask yourself, “Does the rest of my body look friendly?” (hands, feet, etc.)

3. Think of something positive and nice to say to the person. You might say, “Nice to see you,” “You look cool,” or “Let’s hang out.”)

4. Say the positive and friendly thing to the person.

B E P O S I T I V E A N D F R I E N D L Y

19

1. Ask yourself, “What is being asked of me?”

2. If you don’t understand, ask for an explanation.

3. Do it in a cheerful and friendly way.

B E C O O P E R A T I V E

20

27


1. Decide what you want to tell or ask the adult.

2. Ask yourself, “Is the adult busy?”

3. If the adult is busy, wait until she stops for a moment.

4. Ask the adult, “Can I tell (ask) you something?”

5. If she says “Yes,” go ahead. If she says “No,” wait for a better time.

G E T A N A D U L T ’ S A T T E N T I O N

21

1. Pick who you want to talk to.

2. Decide what you want to say or do.

3. Wait until the person is not busy or talking.

4. Look at the person and start talking in a friendly way.

G E T A P E E R ’ S A T T E N T I O N

22

1. Ask yourself, “Do I understand the rules of the playground?”

2. If not, ask an adult about the rules and the expectations for getting along.

3. Find a buddy to hang out or play a game with.

4. Be cooperative with the other students. (Play games, share, take your turns.)

5. If there is a problem with another student, relax, ignore, and walk away. Find an adult and report the problem.

G E T A L O N G O N T H E P L A Y G R O U N D

23

1. Don’t react—relax first. Take a deep breath and count to ten.

2. Wait at least one second and tell the person why you are angry.

3. Try to not have an angry face and voice.

4. If the problem persists, ignore and walk away.

5. As a choice, you may want to talk with an adult about why you were angry and what happened.

E X P R E S S A N G E R A P P R O P R I A T E L Y

24

28


1. Ask yourself, “Do my words upset others?”

2. Ask yourself, “Is this a word I can use in school and with adults?”

3. If the language you use upsets others and should not be used in school, pick new words.

4. If you don’t understand why the words you use upset others, ask an adult.

U S E A P P R O P R I A T E L A N G U A G E ( N O S W E A R I N G )

25

1. Ask yourself, “Is this a competitive activity?”

2. Ask yourself, “What are the rules?”

3. If you don’t understand the activity or its rules, ask an adult.

4. Realize that someone will win and someone will lose. You can’t always win.

5. Be a good sport. Don’t complain, and compliment the winner.

C O M P E T E I N T H E C L A S S R O O M A N D I N G R O U P S

26

1. Listen to what the other kid or kids want to do.

2. Decide if it will upset adults or hurt yourself or other kids.

3. Ask yourself, “What are the consequences? Do I really want to do this?”

4. If you decide not to go along, say, “I can’t do this because . . .”

5. Suggest something else to do. If this doesn’t work, ignore and walk away.

R E S I S T P E E R P R E S S U R E

27

1. Ask yourself, “Do I disagree with this person?”

2. If yes, ask in a nice voice if you can tell your side.

3. Ask how or why the other person feels that way.

4. Listen to the other person with a positive face.

5. See if you can compromise or work out a deal that both of you feel good about.

D I S A G R E E

28

29


1. Ask yourself, “Why am I being told ‘No’?”

2. Figure out some other choices. Ask yourself, “What else can I do?”

3. Pick the best choice and do it.

4. Don’t argue.

1. Ask yourself, “Was I wrong?”

2. If yes, say you were wrong and that you will try harder.

3. If you don’t understand, say, “What else can I do?”

4. Accept the consequences or criticism with a neutral face and voice. Don’t be angry, and don’t argue.

5. Apologize in a sincere way.

A C C E P T “ N O ” F O R A N A N S W E R

A C C E P T C R I T I C I S M O R A C O N S E Q U E N C E

29

30

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© 2010 Rhode, Jenson & Reavis The Tough Kid Book • R E P R O D U C I B L E 5 - 5

Target Behavior Overall Grade or Rating

A B C D E 4 3 2 1 0

A B C D E 4 3 2 1 0

A B C D E 4 3 2 1 0

A B C D E 4 3 2 1 0

A B C D E 4 3 2 1 0

TodayinschoolIearnedpoints

Home Note

Ratings: A = 4 = Excellent B = 3 = Good C = 2 = Average D = 1 = Poor E = 0 = Unsatisfactory

Name:_______________________Date:____________ Teacher’sInitials:________

Comments:

(Purple-Level Card)

Target Behavior Overall Grade or Rating

A B C D E 4 3 2 1 0

A B C D E 4 3 2 1 0

A B C D E 4 3 2 1 0

A B C D E 4 3 2 1 0

A B C D E 4 3 2 1 0

TodayinschoolIearnedpoints

Home Note

Ratings: A = 4 = Excellent B = 3 = Good C = 2 = Average D = 1 = Poor E = 0 = Unsatisfactory

Name:_______________________Date:____________ Teacher’sInitials:________

Comments:

(Purple-Level Card)


STUDENT FORM

Self-Monitoring Form

Student: ____________________________________ Week of ________________________________

Behavior Monday Tuesday Wednesday Thursday Friday

STUDENT FORM

Self-Monitoring Form

Student: ____________________________________ Week of ________________________________

Behavior Monday Tuesday Wednesday Thursday Friday

The Tough Kid Book • R E P R O D U C I B L E 5 - 1 1 A

32

Documents

The Tough Kid Book, 2nd ed., Appendix A - lcisd.k12.mi.us