Camp Andy Summer Treatment Program Point System

Following Activity Rules (Points)

+ 50 points

Good Sportsmanship (Points)

+ 25 points

Behavior Bonus Points (Points)

+ 25 points

Attention (Points)

+ 10 points

Compliance (Points)

+ 10 points

Helping a Peer (Points)

+ 10 points

Sharing with a Peer (Points)

+ 10 points

Contributing to a Group Discussion (Points)

+ 10 points

Ignoring a Negative Stimulus (Points)

+ 50 points

Violating Activity Rules (Points)

- 10 points

Poor Sportsmanship (Points)

- 10 points

Intentional Aggression Towards a Peer (Points)

- 50 points

Intentional Aggression Towards a Staff Member (Points)

- 50 Points

Unintentional Aggression Towards a Peer (Points)

- 50 points

Unintentional Aggression Towards a Staff Member (Points)

- 50 points

Intentional Destruction of Property (Points)

- 50 points

Unintentional Destruction of Property (Points)

- 50 points

Noncompliance (Points)

- 20 points

Repeated Noncompliance (Points)

- 20 points

Stealing (Points)

- 50 points

Leaving the Activity Area Without Permission (Points)

- 50 points

Lying (Points)

- 20 points

Verbal Abuse to Staff (Points)

- 20 points

Name Calling/Teasing (Points)

- 20 points

Cursing/Swearing (Points)

- 20 points

Interruption (Points)

- 20 points

Complaining/Whining (Points)

- 20 points

Following Activity Rules

The 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.

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

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 Rules and Poor Sportsmanship, and (2) has not been in time out for any part of the interval.

Attention

The 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 Peer

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 (e.g., passing to a team member).

Sharing with a Peer

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.

Contributing to a Group Discussion

The 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.

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 Rules

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

Poor Sportsmanship

The 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.

Notes: (1) Poor Sportsmanship is evaluated only during recreation periods.

Intentional Aggression

The child apparently intentionally 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. Intent to perform 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 Property

The child apparently intentionally performs 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 perform the behavior is determined by the staff member who observed the behavior.

Unintentional Destruction of Property

The child apparently unintentionally performs 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 perform the behavior is determined by the staff member who observed the behavior.

Noncompliance

The child, when given a command, fails to meet the criteria for Compliance.

Note: After each occurrence of Noncompliance, the staff member who issued the original command should repeat the command and should reevaluate compliance.

Repeated Noncompliance

The child, when given a repeated command, fails to meet the criteria for Compliance. Note: Counselors must assign a time out following Repeated Noncompliance.

Stealing

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.

Leaving the Activity Area Without Permission

The child leaves the area designated for an activity without permission from a staff member.

Lying

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

Notes: (1) Statements involving exaggeration, fantasy, imaginary games, jokes, and misconceptions do not result in a point loss for Lying. (2) Lying takes precedence over Verbal Abuse, Name Calling/Teasing, Cursing/Swearing, Interruption, and Complaining/ Whining.

Verbal Abuse to Staff

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.

Name Calling/Teasing

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.

Cursing/Swearing

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.

Interruption

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

Complaining/Whining

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