Blurt Tokens
Blurt Tokens
Embedded Files
Using blurt tokens...
Improves awareness
Offers visual format
Increases student skill building
Implementation
Implementation
Overview
Blurt Tokens are designed to allow for self monitoring of students that "blurt" or call out responses.
The student should be conferenced with and a clear plan should be established together.
Typically 3 "Blurt" tokens are given to the student.
When a student calls out they remove or turn in a token.
This process creates a link to the behavior and a response.
The teacher may have to prompt the student to turn in the token initially.
The goal is to create a self monitoring system where the student removes the token without prompting.
Weekly conferencing with the student is suggested to discuss progress and next steps.
Core Components
Avoid public shaming. Used discretely
Clear guidelines and expectations are established prior to implementation
Partnership with class not individual students.
Must not be connected to punitive consequences
Reflection opportunities must occur
Proactive Implementation
Proactively implementing Blurt Tokens must be carefully explained as not a form of public shaming. The goal is as a collective team to work to improve verbal outbursts. It is a reminder system. Teaching students the purpose and having them develop the implementation is crucial for proactive implementation. Starting the process prior to outburst become a concern helps establish this method.
Responsive Implementation
Responsively implementing Blurt Tokens typically stems from an increase in verbal outbursts in class. Students must understand and buy into the purpose. This means teaching the 'why' behind implementation.
Bucket Fits
Bucket Fits
Connection
If the need is connection then Blurt Tokens should be used as an entire class not specifically for select students.
Skills Training
If the need is skill building then students may have a goal for number of tokens at the end of the week. Specific and targeted criteria should be established and discussed with students through conferencing.
Awareness
If the need is awareness then students may be responsible for their own monitoring of their tokens to increase their awareness.
Emotional Regulation
If the need is regulation then students may use a coping/regulation technique or complete a job/errand when a token is earned/lost.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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