master STP set

following activity rules

+50 points

good sportsmanship

+25 points

behavior bonus

+25 points

attention

+10

compliance

+10

helping a peer

+10

sharing with a peer

+10

contributing to group discussion

+10

ignoring negative stimulus

+50

following activity rules definition

the child, for the duration of an interval, has not lost any points for violating activity rules

good sportsmanship definition

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

note: good sportsmanship is evaluated only during recreation periods, counselors should not evaluate good sportsmanship when children play games at other times during the day

behavior bonus definition

the child, for the duration of an interval, 1)has not lost points for any negative point system behaviors with the exception of violating activity tules and poor sportsmanship, and 2)has not been in timeout for any part of the interval

attention definition

the child demonstrates that he or she has been paying attention to the ongoing activity by being able to answer correctly within five seconds of a staff member’s question about the ongoing activity

note: 1) if a counselor’s question contains multiple parts, the child must answer all parts correctly to earn points for attention 2) if the child’s answer meets the criteria for a negative behavior category, counselors should inform the child of the applicable point loss and should not award points for attention 3)attention takes precedence over contributing to the group discussion and answers to group discussion attention questions are by definition redundant; therefore, counselors may not award points for contributing to group discussion when a child answers an attention question 4) if the child makes a reasonable and appropriate effort to answer an attention question but does not finish within five seconds, counselors should award points for attention when the child finishes the statement

compliance definition

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

notes: 1)counselors should evaluate compliance for commands directed toward an individual child and commands directed toward a group of children 2)if the child makes a reasonable and appropriate effort to comply with a command but does not finish within 10 seconds, counselors should award points for compliance when the child completes the task

helping a peer definition

the 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

note: counselors should not award points for helping when a child exhibits a behavior that is a necessary component of a game. counselors should provide social reinforcement to the child

sharing with a peer definition

the 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

note: counselors should not award points for sharing when a child exhibits a behavior that is a necessary component of a game. counselors should provide social reinforcement to the child

contributing to a group discussion definition

the child verbally provides a task related, non redundant 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 non redundant statement is one that has not been provided previously in the same discussion.

notes: 1)contributing to a group discussion takes precedence over helping 2)counselors should award points for contributing to a group discussion one time for each statement, regardless of the number of sentences used or the number of ideas expressed

ignores a negative stimulus definition

the child shows no observable negative responses 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 international aggression, unintentional aggression, intentional destruction of property, unintentional destruction of property, stealing, lying, cursing/swearing, name calling/teasing, interrupting, or complaining/whining

notes: counselors should not award points for ignoring a negative stimulus following negative physical contact that occurs as a function of appropriate game play 2)if a child directs a behavior towards multiple children, counselors should evaluate ignoring a negative stimulus for each intended recipient 3)counselors should award points for ignoring a negative stimulus one time per minute when a child who is serving a time out continuously directs negative behaviors towards other children who ignore the behavior

violating activity rules

-10

poor sportsmanship

-10

intentional aggression toward a peer or toward a staff member

-50, time out, inform parents, no Level 1

unintentional aggression toward a peer or toward a staff member

-50

intentional destruction of property

-50, time out, group reparation discussion, inform parents, no Level 1

unintentional destruction of property

-50, individual reparation

noncompliance

-20

repeated noncompliance

-20, time out

violating activity rules definition

the child violates rules specific to a particular activity, game, or drill

note: 1)the activity rules listed in section 2.5 are standard. Counselors must apply all listed rules without additions, deletions, or modifications 2)before engaging in any activity, the group must review rules for that activity 3)before engaging in a skill drill, counselors must establish instructions for the drill or lesson, and groups must review the instructions

poor sportsmanship definition

the child, during a game period of 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), 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,

8)loses points for intentional aggression, lying, verbal abuse to staff, name calling/teasing, or cursing/swearing

notes: 1)evaluated only during recreation periods. counselors should not evaluate poor sportsmanship when children play Ames at other times during the day 2)behaviors exhibited while a child is serving a time out do not result in point losses for poor sportsmanship

intentional aggression definition

the child apparently intentionally performs a physical behavior that 1)would typically produce physical injury or pin to another, or 2)intrudes on another by inappropriately restricting freedom of movement. intent to perform the behavior is determined by the staff member who observed the behavior

notes: 1)counselors must assign a time out following intentional aggression

2)many behaviors that occur during sports activities meet the definition of intentional aggression, however, when these behaviors occur as a function of appropriate game play, counselors should not take points for intentional aggression unless the counselor who observes the behavior determines that the child’s intent was to produce pain or injury and not to perform a behavior that is a necessary component of the game

3)if a child exhibits a behavior that meets the criteria for intentional aggression, inform parent and no Level 1

unintentional aggression definition

the child apparently unintentionally performs a physical behavior that 1)would typically produce physical injury or pin 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 tings as clumsiness, lack of skill, or inattention. intent to perform the behavior is determined by the staff member who observed the behavior

notes: any behaviors that occur during sports activities meet the definition of intentional aggression, however, when these behaviors occur as a function of appropriate game play, counselors should not take points for unintentional aggression

intentional destruction of property definition

the child intentionally performs a 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 perform the behavior is determined by the staff member who observed the behavior

notes: 1)counselors must assign a timeout following intentional destruction of property,

2)intentionally using materials inappropriately results in a point loss for intentional destruction of property if the materials would typically be or are destroyed or damaged in the process,

3)counselors should not deduct points for appropriately disposing of trash or for throwing or dropping an object that would not typically break if thrown or dropped, or throwing an object to a place where it is easily retrievable, unless the object is destroyed or damaged in the process,

4)damage resulting from the natural deterioration of an object that is being used naturally does not result in point deduction

5)deduct points regardless of ownership of the object

6)reparation for intentional destruction of property is determined by a group reparation discussion

7)if a child exhibits a behavior that meets the criteria for intentional destruction of property, the lead counselor should inform parents of the behavior at the end of the day. child may not earn a level 1

unintentional destruction of property definition

the child unintentionally performs a 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 perform the behavior is determined by the staff member who observed the behavior. unintentional behaviors are those that appear to be the result of such tings as clumsiness, lack of skill, or inattention.

notes:

2)intentionally using materials inappropriately results in a point loss for intentional destruction of property if the materials would typically be or are destroyed or damaged in the process,

3)counselors should not deduct points for appropriately disposing of trash or for throwing or dropping an object that would not typically break if thrown or dropped, or throwing an object to a place where it is easily retrievable, unless the object is destroyed or damaged in the process,

4)damage resulting from the natural deterioration of an object that is being used naturally does not result in point deduction

5)deduct points regardless of ownership of the object

6)reparation for intentional destruction of property is determined by discussion between child and a counselor

noncompliance definition

the child, when given a command, fails to meet the criteria for compliance

notes: after each occurrence of noncompliance, the staff member who issues the original command should repeat the command and should reevaluate compliance

repeated noncompliance definition

the child, when given a repeated command, fails to meet the criteria for compliance

notes: counselors must assign a timeout following repeated noncompliance

stealing

-50, group reparation, inform parents, no Level 1

leaving group without permission

-50

lying

-20, inform parent, no Level 1

verbal abuse to staff

-20, inform parent, no Level 1

name calling/teasing

-20

cursing/swearing

-20, inform parents, no Level 1

interruption

-20

complaining/whining

-20

stealing definition

the 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

notes: 1)counselors should not take points for stealing if a child temporarily possesses an object for an appropriate reason 2)counselors should take points when the behavior occurs or when the theft is discovered and responsibility is determined 3)reparation for stealing is determined by a group reparation discussion 4)if a child exhibits a behavior that meets the criteria for stealing, the lead counselor should inform parents of the behavior at the end of the day. no L1 on daily report card

leaving the group without permission definition

the child, without permission from a staff member, 1)travels more than 15 feet away from the designated group activity area 2)enters an area that has been designated as off limits or dangerous, or 3)leaves a room in which the group activity is taking place

notes: 1)groups should review the standard activity areas at the start of each activity 2)counselors should define reasonable activity areas when a standard activity area does not apply 3)game boundaries are independent of activity areas. the rules of each sport define the game boundaries 4)during pedestrian transitions, a child should lose points for leaving the group if he or she steps into a street or parking lot, walks 15+ feet ahead or behind the group, or appears to be running away from the group 5)during a time out, a child should lose points for leaving the group if he or she travels more than 5 feet away from the time out area

lying definition

the child reports an event occurring in the program setting that is contradictory to what a staff member knows or suspects to be true

note: 1)statements involving exaggeration, fantasy, imaginary games, jokes, misconceptions do not result in point loss for lying 2)lying takes precedence over verbal abuse, name calling/teasing, cursing/swearing, interruption, and complaining/whining 3)if a child exhibits a behavior that meets criteria for lying, inform parents and no Level 1

verbal abuse to staff definition

the 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

notes: 1)societal norms regarding adult-child interactions should be used to determine if a behavior would typically elicit annoyance or distress and should therefore be classified as verbal abuse, or if a behavior is only mildly annoying and should therefore be classified as complaining/whining 3)verbal abuse takes precedence over name calling/teasing, cursing/swearing, interruption, and complaining/whining 3)if a child directs a behavior that meets meets the criteria for verbal abuse, the lead counselor should inform parents

name calling/teasing definition

the 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

notes: 1)societal norms regarding adult-child interactions should be used to determine if a behavior would typically elicit annoyance or distress and should therefore be classified as verbal abuse, or if a behavior is only mildly annoying and should therefore be classified as complaining/whining 2)name calling/teasing takes precedence over cursing/swearing, interruption, and complaining/whining 3)if a child directs a behavior that meets the criteria for name calling/teasing at a peer, the lead counselor should inform parents of the behavior at the end of the day

cursing/swearing definition

the 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

notes: 1)societal norms should be used to determine if a behavior is profane, obscene, or offensive 2)cursing/swearing takes precedence over interruption and complaining/whining 3) inform parents and no Level 1

interruption definition

the 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 re incompatible with the ongoing activity. in dyadic interactions behaviors are intrusive if they occur at the same time another person is talking

notes: 1)counselors should not take points for interruption for behaviors that occur as a result of physical injury, warning the group of impending danger, or any other true emergency 2)counselors should not take points for interruption for behaviors that occur during a pause in the action of the ongoing activity unless the behaviors meet the above criteria 3)counselors should take points of interruption for behaviors that disrupt the group by causing the activity leader to stop of pause the activity 4)interruption takes precedence over complaining/whining

complaining/whining definition

the child exhibits any verbal or nonverbal behavior that inappropriately expresses discomfort, dissatisfaction, or resentment through content, gesture, or tone of voice

notes: 1)an appropriate expression of discomfort or dissatisfaction is one that would not typically be considered antagonistic in content, is not accompanied by unnecessary or negative gestures, and is made in a neutral tone of voice of normal pitch and intensity 2)a child who is crying should lose points for complaining/whining one time per minute while the crying continues, except in the case of a true physical injury 3)behaviors that are mildly annoying should result in a point loss for complaining/whining, not verbal abuse or name calling/teasing

point system rule 1 (single behavior)

each action/behavior is evaluated separately as a single behavior

point system rule 2 (context)

the context in which a child exhibits a behavior is used to determine which, if any, category should be used to classify behavior

point system rule 3 (negative vs positive)

negative categories take precedence over positive categories

point system rule 4 (adult vs peer)

when a single behavior is directed to peers and adults, adult directed behavior categories take precedence over peer directed behavior categories

point system rule 5 (hierarchy)

when a single behavior meets the criteria for more than 1 negative verbal category, only one negative verbal category should be used to classify the behavior according to the Hierarchy of Negative Verbal Categories (lying, verbal abuse to staff, teasing/name calling, cursing/swearing, interruption, complaining/whining)

point system rule 6 (more than one negative physical category)

when a single behavior meets the criteria for more than 1 negative physical category, the behavior should be classified using all applicable negative physical categories

point system rule 7 (negative physical and verbal)

when a single behavior meets criteria for a negative physical category and a negative verbal category, classify using both

point system rule 8 (noncompliance and other negative category)

when a single behavior meets criteria for noncompliance or repeated noncompliance and any other negative category, classify as noncompliance and other negative category

point system rule 9 (noncompliance and positive category)

when a single behavior meets criteria for both noncompliance and positive behavior category, classify as both

point system rule 10 (violating activity rules)

when a single behavior violates more than 1 activity rule, behavior should be classified using all applicable rule violations. if it meets violating activity rules and another negative category, classify as both

point system rule 11 (poor sportsmanship)

when a single behavior violates more than 1 criterion for poor sportsmanship, lose points once. if poor sportsmanship and another category, classify as both

point system rule 12 (ignoring negative stimulus)

ignoring a negative stimulus should be awarded only one time for a single behavior directed at the child even if multiple categories are used to classify the behavior

activity rules: arrivals

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

4. be prepared for daily activities

activity rules: departures

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

activity rules: lunch

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

4. use good table manners

5. throw away all trash appropriately and leave your area clean

activity rules: pedestrian transitions

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

4. walk unless directed otherwise by a staff member

5. be prepared for the next activity

activity rules: point checks

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

4. make initial eye contact with the counselor when being told about your points

activity rules: group discussion

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

4. speak at an appropriate voice level

5. initiate appropriate eye contact when speaking and when being spoken to directly

6. raise hand to speak

activity rules: bathroom breaks

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

4. flush toilet after use

5. wash and dry your hands

6. leave the area clean and dry

7. report any unclean conditions to a counselor immediately

activity rules: recess

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

activity rules: time out

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

4. do not exhibit negative behavior during the time out

activity rules: recreational activities

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

4. follow the rules of the sport

5. participate in the game

6. play your assigned position

activity rules: skill drills

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

4. follow the rules of the sport

5. follow the directions for the drill

6. participate in the drill

activity rules: board games and indoor games

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

4. follow the rules of the game

5. participate in the game

activity rules: vehicular transitions

1. use possessions and materials appropriately

2. be responsible for your belongings

3. stay in the designated area

4. wear a seat belt if available

5. keep all body parts inside windows

6. do not eat or drink in vehicles

7. be prepared for the next activity