Participate in Extracurricular Activity
Participate in Extracurricular Activity
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Participation in extracurricular activities...
Promotes social awareness and sense of community
Creates new connections
Increases motivation
Implementation
Implementation
Overview
Introduce student and parents to different options of extracurricular activities and have the parents/student decide on a program in which there could be high interest.
Core Components
Extracurricular participation must be student selected
Willingness from student is crucial
Understanding life balance must be discussed
Communication with adult lead in extracurricular is suggested.
Proactive Implementation
Gathering and sharing all programs/extracurricular activities with students at the beginning of the year/semester allows for more opportunities for students to be aware of what is available and get involved. Partnering with club, sport, and program liaisons to come in and speak to each of the program may provide further understanding.
Responsive Implementation
If a student, group, or class is showing a pattern which would benefit from structure or additional community support then sharing information about club, sport, or programs may start the process of supporting this student. Having a student speak with a representative of a particular extracuricular activity that is an interest of theirs is another option.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may be introduced to a program that is high interest to them or has pro-social influences that the student could benefit from.
Skills Training
If the need is skill building then the shared program or activity should support this skill. For example if the student is struggling with a need for structure then the activity should involve structure such as football.
Awareness
If the need is awareness then the student need to complete reflection or trial different activities to see how they may benefit them. Dabbling and knowing the resources available is key here.
Emotional Regulation
If the need is regulation then the student may use the activity as a catalyst for emotional expression. The activity may be a necessary outlet for regulation.
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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