Picture Reminder
Picture Reminder
Embedded Files
Using the picture reminder...
Provides comfort
Bridges connection
Promotes de-escaltion
Implementation
Implementation
The teacher connects with the family and requests a photograph of a loved one to be sent in with the student.
A positive message or words of encouragement may be written on the back of the photograph.
The student is taught to use the photograph as a way of regulating or resetting when they need to cope with a strong emotion.
The photograph is kept in an agreed upon area that the student can discreetly look at when they need.
Core Components
The family is included in the introduction of this strategy
The family helps select the picture for the student
The student is allowed to keep the picture with them
An agreed upon use of the picture is established
The protocol is clearly defined
Proactive Implementation
Proactively implementing the Picture Reminder looks like identifying through partnership with each students' support network who is someone that the student holds dear and requesting a picture of that individual.
Responsive Implementation
Responsively implementing the Picture Reminder may stem from bridging the gap between the home support network and the school support network. Introducing the picture begins the process of connecting the two.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the loved one may write a message on the back of the picture for the student.
Skills Training
If the need is skill building the the student may be prompted to retrieve the photo during specific periods of time.
Awareness
If the need is awareness then the photo may be a part of a protocol that leads to thinking through how their actions have impacted others or to completed a body scan.
Emotional Regulation
If the need is regulation then the student may be prompted to retrieve the photo when they are becoming visibly dysregulated.
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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