Restitution
Restitution
Embedded Files
Using restitution...
Gives opportunity for repairing the harm
Promotes sense of community and perspective taking
Strengthens sense of community
Implementation
Implementation
Overview
Student may be required to fix an item if damaged or destroyed by the student.
Student should be prompted on who to "make things write".
They may say they should write another person an apology if they have wronged that person in any way
Student may be required to clean area if they have created the mess.
Align with logical consequences.
Core Components
Restitution ideas must make sense and abide within school policy
Student must do the thinking
Consequences must be logical and reasonable
Proactive Implementation
Teaching about consequences and understanding the concept of "making things right" is crucial for proactively using restitution. Restitution requires can understanding of what needs to be fixed and creative ways for this fix to occur. A great start for establishing this understanding is teaching it.
Responsive Implementation
If a situation occurs when something needs to be repaired, then restitution may be a good option. If you are introducing restitution for the first time then you must work with the student, group, or class in a restorative way (seeking to understand their thinking & attempting to have them see the impact on others) and coach them to the best way to make things right.
Bucket Fits
Bucket Fits
Connection
If the need is connection then restitution may be a group effort. The student may select a buddy or class to support them in fixing/reparing something.
Skills Training
If the need is skill building then restitution may come as a way of building the target skill. This may look like physically repairing a broken table/chair with tools.
Awareness
If the need is awareness then the student needs to understand the impact they had on others. This can be done through conversation.
Emotional Regulation
If the need is regulation then restitution may not occur right away. Restitution requires an understanding of why something needs to be fixed and the ownership of fixing it. If a student if not ready to take ownership then other options may need to be considered.
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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