Loss of Unstructured or Free Time
Loss of Unstructured or Free Time
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Loss of Unstructured or Free Time...
May be necessary in order to reinforce what expected behavior is according to pre- established guidelines.
Helps student's understand the value of time and determining the difference between privileges and rights
Implementation
Implementation
Overview
Loss of unstructured or free time such as lunch/recess or extra schoolwide/grade level privileges if necessary
This should be communicated to ALL students
This should be shared with the expectations
Privately held conferencing with students at checkpoints along the way should be established
Student must be part of the conversation
Opportunities to earn portions of privilege or next privilege are HIGHLY suggested
Conferencing should be completed for opportunity to repair and plan next steps.
Core Components
Parent communication
Conferencing about the plan with student
Logical in nature
Possibility of fading
Proactive Implementation
Students are co-creators in the process that leads to the loss of unstructured time and clearly understand how this loss will be triggered. This may also be framed as a "substitute" or "reset" time. The whole class may adapt their usual unstructured time with a replacement based on the classroom state. If a unstructured recess occurs within the schedule but students seem to be struggling that day then an alternative structured recess may replace it. This could still be recess but adapted to include supervison.
Responsive Implementation
If a situation or event has triggers a loss of unstructured time for an individual, group, or class there must be a reflective conversation that occurs. Students should not be completing busy work at this time. Instead students should work with each other and the adult administrating the consequence to action plan. The length of time for the consequence should be known to be flexible.
Bucket Fits
Bucket Fits
Connection
If the need is connection, prosocial interactions must skill occur. Leveraging a specific peer to stay or work with each other during the loss of time may support connection.
Skills Training
If the need is skill building the student should utilize the time lost to work on the necessary skill identified.
Awareness
If the need is awareness, the student should use the time lost to conference with those effected or process through reflection.
Emotional Regulation
If the need is regulation the student should complete a regulation tool. This may look like a mindfulness video, breathing exercise, or other allowable regulation tool.
Considerations & Adaptations
Considerations & 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
Resource
https://www.edutopia.org/article/mastering-transitions-todd-finley
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