Totem
Totem
Embedded Files
Using a totem...
Promotes a sense of safety
Provides connection
Can have a behavioral conditioning affect.
Implementation
Implementation
An item such as a stuffed animal (small), sport or game card, crazy bone, etc are selected by the student to represent their "totem"
Student brings in or is given an object that helps provide a sense of calm.
Student is to use this item when self regulation is necessary by holding, looking, or touching the object as a support system.
It should be coached to the student that they may not use the item as a distraction or toy.
If it becomes a distraction it may be kept by the instructor in a predetermined location within the room.
Core Components
Ground rules must be establish for when and how to use
Reteaching and reminders are used
Should not be taken as punishment if being used as a coping tool.
Proactive Implementation
Proactively introducing a totem can be done for the entire classroom. The students can choose or be given their own totem. The totem can be combined to support students unqiue needs.
Responsive Implementation
Responsively introducing a totem for a student, group, or class may be caused from a need for positive self talk or image. They should be given the choice on what their totem is and what their totem represents as a reminder.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the totem may be an object that was given to them by someone close.
Skills Training
If the need is skill building then the student may pick 3 skills that the totem represents and reminds the student of when used.
Awareness
If the need is awareness then the student may be prompted to use the totem and the representation of the totem can be a check on specific expectations such as.. Body is calm, hands to self, using a calm voice.
Emotional Regulation
If the need is regulation then the totem may be used in combination with a break. The totem may be kept in a separate location.
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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