Create
Learn
Share

STP Manual

rename
kawilkes0723's version from 2017-05-23 17:00

Section

Question Answer
Following Activity RulesThe child, for the duration of an interval, has not lost any points for Violating Activity Rules.
Good Sportsmanship The child, for the duration of an interval, (1) has not lost any points for Poor Sportsmanship and (2) has not been in time out for any part of the interval.
Behavior BonusThe child, for the duration of an interval, (1) has not lost points for any negative point system behaviors with the exception of Violating Activity Rules and Poor Sportsmanship, and (2) has not been in time out for any part of the interval
AttentionThe child demonstrates that he or she has been paying attention to the ongoing activity by being able to answer correctly within five seconds a staff member's question about the ongoing activity.
Compliance The child exhibits within ten seconds or within a time specified by the staff member a behavior that has been specified in a command issued by a staff member, or ceases to exhibit for at least ten seconds a behavior the cessation of which has been specified in a command issued by a staff member.
Helping A PeerThe child voluntarily provides to a peer assistance or aid that (1) is relevant to the ongoing activity; (2) is offered in a manner that does not disrupt the ongoing activity or meet the criteria for any negative behavior category; and (3) is accepted.
Sharing With A PeerThe child voluntarily provides to a peer possessions, privileges, or materials that are personal or temporarily assigned to the child, that (1) are relevant to the ongoing activity; (2) are offered in a manner that does not disrupt the ongoing activity or meet the criteria for any negative behavior category, and (3) are accepted.
Contributing to A Group DiscussionThe child verbally provides a task-related, nonredundant statement to a group discussion. Contributions may be prompted by a staff member but may not meet the criteria for any negative verbal category. A nonredundant statement is one that has not been provided previously in the same discussion. Task-related contributions in a problem-solving discussion include: (1) defining the problem; (2) describing related antecedents, consequences, or contingencies; (3) recommending procedures for arriving at a solution; (4) suggesting constructive solutions; (5) responding constructively to a staff member’s query; (6) paraphrasing statements of others when appropriate; (7) reflecting on the feelings of others; and (8) asking constructive questions. Task-related contributions in social skills training sessions include: (1) presenting or role-playing definitions and examples of appropriate and inappropriate social behaviors, (2) making statements about why it is important to learn and use good social skills, and (3) describing the outcomes of using appropriate social skills. Task-related contributions in preactivity and postactivity discussions for Games, Skill Drills, Point Checks, Transitions, Bathroom Breaks, Lunch, Recess, Locker Room, and Swimming include: (1) defining the rules of the activity, describing how points can be earned or lost during the activity, and suggesting how social skills can be exhibited during the activity; (2) discussing problems that occurred or progress that was made during the activity; and (3) presenting ideas for improving the activity in the future. Task-related contributions in miscellaneous group discussions (e.g., reviewing field trip chart, reviewing sports skills charts, group reparation discussions) include: (1) responding constructively to a staff member’s query, (2) asking constructive questions, and (3) presenting ideas relevant to the discussion.
Ignoring a Negative Stimulus The child shows no observable negative response to any verbal or nonverbal behavior, from another child, that would typically elicit annoyance or distress from the recipient. This includes, but is not limited to, any behavior directed toward the child that meets the criteria for Intentional Aggression, Unintentional Aggression, Intentional Destruction of Property, Unintentional Destruction of Property, Stealing, Lying, Name Calling/Teasing, Interruption, or Complaining/Whining.
Violating Activity RulesThe child violates rules specific to a particular activity, game, or drill.
Poor SportsmanshipThe child, during a game period or skill drill period, (1) does not actively participate in the game or skill drill; (2) inappropriately plays another person’s position or hogs the ball; (3) speaks with excessive pride (brags or boasts) about individual, peer, or team performance; (4) complains about the game situation or about individual, peer, or team performance; (5) cheats or attempts to cheat; (6) refuses to share equipment; (7) uses equipment inappropriately; or (8) loses points for Intentional Aggression, Lying, Verbal Abuse to Staff, Name Calling/Teasing, or Cursing/Swearing.
Intentional AggressionThe child apparently intentionally preforms a physical behavior that (1) would typically produce physical injury or pain to another, or (2) intrudes on another by inappropriately restricting freedom of movement. Intent to preform the behavior is determined by the staff member who observed the behavior.
Unintentional Aggression The child apparently unintentionally performs a physical behavior that (1) would typically produce physical injury or pain to another, or (2) intrudes on another by inappropriately restricting freedom of movement. Unintentional behaviors are those that appear to be the result of such things as clumsiness, lack of skill, or inattention. Intent to perform the behavior is determined by the staff member who observed the behavior.
Intentional Destruction of PropertyThe child apparently intentionally preforms a physical behavior that (1) destroys an object; (2) damages an object, defaces an object's surface, or otherwise alters an object such that the object's value or usefulness is substantially impaired or substantially reduced at least temporarily; or (3) would typically meet criterion 1 or 2. Intent to preform the behavior is determined by the staff member who observed the behavior.
Unintentional Destruction of PropertyThe child apparently unintentionally preforms a physical behavior that (1) destroys an object; (2) damages an object, defaces an object's surface, or otherwise alters an object such that the object's value or usefulness is substantially impaired or substantially reduced at least temporarily; or (3) would typically meet criterion 1 or 2. Unintentional behaviors are those that appear to be the result of such things as clumsiness, lack of skill, or inattention. Intent to preform the behavior is determined by the staff member who observed the behavior.
NoncomplianceThe child, when given a command, fails to meet the criteria for Compliance.
Repeated Noncompliance The child, when given a repeated command, fails to meet the criteria for Compliance.
StealingThe child has possession of an object that belongs to another person without prior permission from the owner of the object or from a staff member.
Leaving the Activity Area Without Permission The child leaves the area designated for an activity without permission from a staff member.
LyingThe child reports an event occurring in the program setting that is contradictory to what a staff member knows or suspects to be true.
Verbal Abuse to StaffThe child directs a negative communication toward one or more staff members who are identifiable as intended recipients and who can see or hear the negative communication. A negative communication consists of either (1) a derogatory name, or (2) any other behavior, verbal or nonverbal, that would typically elicit a clear behavioral indication of annoyance or distress from the intended recipient.
Name Calling/TeasingThe child directs a negative communication toward one or more peers who are identifiable as intended recipients and who can see or hear the negative communication. A negative communication consists of either (1) a derogatory name, or (2) any other behavior, verbal or nonverbal, that would typically elicit a clear behavioral indication of annoyance or distress from the intended recipient.
Cursing/SwearingThe child exhibits any verbal or nonverbal behavior, regardless of tone or intensity, that would typically be regarded as profane, obscene, or offensive and that is not directed toward an individual who can see or hear it.
InterruptionThe child exhibits any verbal or nonverbal behavior, with or without meaning, that intrudes into the activity or conversation of others. In a group setting (three or more people), behaviors are intrusive if they would typically result in two or more people other than the child engaging in behaviors for at least two seconds that are incompatible with the ongoing activity. In dyadic interactions, behaviors are intrusive if they occur at the same time another person is talking.
Complaining/WhiningThe child exhibits any verbal or nonverbal behavior that inappropriately expresses discomfort, dissatisfaction, or resentment, through content, gesture, or tone of voice.
memorize

Recent badges