Reflection "Think" sheet
Reflection "Think" sheet
Embedded Files
Using a Reflection "Think" Sheet...
Allows student to reflect on previously made choices and consider alternatives for replacement behavior.
Prompts student to become a reflective thinker and work through the root of why an event occurred.
Encourages student to perspective take.
IMPLEMENTATION
IMPLEMENTATION
Overview
Ahead of time:
Find or create a processing sheet that will be used used to unpack incidents or behavior of concerns.
Model and scaffold for students prior to implementation.
Identify an area with few distractions. This is where students will go complete the Reflection "Think" Sheet.
When an incident or behavior occurs:
Provide the student with the "Think" Sheet in pre-identified area with few distractions.
Student should complete individually or with occasional teacher assistance, prompting or guiding.
After completion, the student must reflect and review with adult on possible replacement behavior.
Core Components
Use whenever a behavior occurs that requires a student to be self-reflective or process through an incident.
Time to process individually must occur through a designated format. (Drawing, comic, think sheet, journaling, etc)
Conversational processing must occur after.
A plan must be derived on next steps.
Proactive Implementation
Turn the "Think Sheet" into a predictor. Turning the processing sheet to something that occurs prior to an incident allows the student to think through different choices and possible outcomes that may occur.
Responsive Implementation
Using a "Think Sheet" in response to an event that has already occurred allows the student to reflect on their choices, expand perspectives, and create a plan of action moving forward.
Bucket Fits
Bucket Fits
Connection
If the need is connection emphasizing the impact of harm on others is crucial. This may look like perspective taking and discussing harm done.
Skills Training
If the need is skill building specific replacement behaviors must be a part of the process in determining the action step.
Awareness
If the need is awareness bringing in other affected parties impacted by the action is necessary. The student is able to hear how their choice impacted others.
Emotional Regulation
If the need is regulation, a calming or mindfulness activity may be built into the de-escalation process. This may also be a part of the actual reflection sheet. This may look like a mood meter or other regulation tool that forces the user to identify their current state.
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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