Log of Items and item sign out sheet

Using a log or sign out sheet...

- Supports a student that may not consistently have the materials they need for a subject
- Provides an increased level of organization and accountability
- Promotes proper use of materials

Implementation

Overview

- An inventory of student materials is kept with the teacher or student.
- The inventory is taken with the student's co-participation.
- The teacher may use the log or inventory as a way of keeping track of the student materials if they are a student that loses items, frequently borrows materials, or tends to acquire additional materials due to theft or stealing.
- A teacher may also hold all materials that the student may need and log materials for the day including homework, classwork, or any assignments.
- The student should NOT have any materials outside of essential readily available to them if this option is implemented.
- The teacher will sign out materials as needed and then sign back in materials when they are no longer needed.

Core Components

- Visual representation of log or list
- Clear expectations defined

Proactive Implementation

- Requiring a student, group, or class to complete a log of items borrowed or used from the start of a year or semester creates a system for accountability.

Responsive Implementation

- A log may be instituted by a supervising adult if materials are consistently being borrowed and mistreated/not returned. The log should be explained and not elicit shame of the student, group, or class. Emphasized as a support of either the students involved or the teacher themselves.

Bucket Fits

Connection

If the need is connection then a specific student may be given the job of log keeper to monitor the items being used and conference with the teacher/remind other students to return materials. This added responsibility must be carefully monitored to maintain positive interactions.

Skills Training

If the need is skill building then the student may practice organizational skills by utilizing the log.

Awareness

If the need is awareness then the student may be prompted to reflect on what they have used and use a checklist to review returns. The checklist/log may include the state of the item when it was checked out (condition is great, good, fair, poor, etc) and the state when it is returned (great, good, fair, poor,etc).

Emotional Regulation

If the need is regulation then the student may combine with limiting items at their desk to maintain order and increase executive function preventing frustration of lost materials.

Considerations & Adaptations

Understanding Adaptations

Consider Factors Prior to Start

Intensifying or Fading During

- Student factors-

Gender, race, function, topography, family dynamics, interpersonal relationships

- Contextual factors -

Resource availability, classroom instruction, physical space, time, technology

- 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

Templates

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