Parent Communication Log
Parent Communication Log
Embedded Files
Using a parent communication log...
Allows for consistency between teachers and parents.
Creates a partnership between home and school.
Documents daily behaviors at school, and parents can note any changes in routines.
Implementation
Implementation
Overview
Use a binder, folder, or form to complete a log of student behavior throughout a school day.
Include both positive and negative behavior in the log.
For effective intervention, must be consistently used daily.
Consider using in correlation with school planner.
Send home glows and grows, or share positives only. Never share only negatives!
Can also be used to communicate key information such as schedule changes and important reminders.
Core Components
Record positive and negative behavior each day.
Send the log home with the student each day for most effective results.
Proactive Implementation
Establish the parent log prior to interventional need.
The log should consist of highlights and parameters that do not emphasize negative actions.
This leads to consistency through the use of positive communication beforehand
Responsive Implementation
The log is implemented after situations have arose where more frequent communication needs to take place.
A co-designed log measuring what both family and school wish to communicate is established.
Target behaviors are confirmed.
Bucket Fits
Bucket Fits
Connection
If the need is connection... an emphasis on celebrating communication must be placed. Two way communication and conferencing with the student is suggested.
Skills Training
If the need is skill building.... the log should include goals and criteria for meeting the goals that are derived from team targets.
Awareness
If the need is awareness... a communication log should be used by conferencing with the student and having the student first complete their log independently followed by a confernece with either family, school personel, or both.
Emotional Regulation
If the need is regulation... the log should incorporate an opportunity for the student to complete a regulation strategy such as a mood meter, zones of regulation organzier, reflection sheet, or complete a mindfulness exercise while noting emotions pre and post exercise.
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.
ResourceS
ResourceS
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