CC STP

Following Activity Rules (points)

+50

Good Sportsmanship (points)

+25

Behavior Bonus (points)

+25

Attention (points)

+10

Compliance (points)

+10

Helping a Peer (points)

+10

Sharing with a Peer (points)

+10

Contributing to a Group Discussion (points)

+10

Ignoring a Negative Stimulus (points)

+25

Violating Activity Rules (points)

-10 points; points deducted when behavior occurs

Poor Sportsmanship (points)

-10 points; points deducted when behavior occurs

Aggression Toward a Peer or Toward a Staff Member (points)

-50; Assign Time Out, Inform parents of behavior

Unintentional Aggression Toward a Peer or Toward a Staff Member (points)

-50

Intentional Destruction of Property (points)

-50; Group Reparation Discussion, Inform Parents of Behavior

Unintentional Destruction of Property (points)

-50; Individual Reparation Discussion with Counselor

Noncompliance (points)

-20

Repeated Noncompliance (points)

-20; Assign Time Out

Stealing (points)

-50; Group Reparation Discussion, Inform parents of behavior

Leaving the Activity Area Without Permission (points)

-50

Lying (points)

-20; Inform parents of behavior

Name Calling/Teasing (points)

-20

Cursing/Swearing (points)

-20; inform parents of behavior

Interruptions (points)

-20

Complaining/Whining (points)

-20

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 the interval, (1) has not lost any points for Poor Sportsmanship and (2) has not been in timeout for any part of the interval

Good Sportsmanship Notes

Good Sportsmanship is evaluated only during recreation periods. Counselors should not evaluate Good Sportsmanship when children play games at other times during the day (e.g., Swimming, Recess).

Behavior Bonus

The child, for the duration of the interval, (1) has not lost any 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

Attention Notes

(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 Contribution to a Group Discussion; therefore, counselors may not award points for Contributing to a 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

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

Compliance 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 ten seconds, counselors should award points for Compliance when the child completes the task

Helping a Peer

The child voluntarily provides 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

Helping a Peer Notes

Counselors should not award points for Helping when a child exhibits a behavior that is necessary component of a game (e.g., passing to a team member). Counselors should provide social reinforcement to the child

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

Sharing with a Peer Notes

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

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.

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 a 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 outcomes of using appropriate social skills

Task-related contributions in a preactivity and postactivity discussion include:

(1) defining the rules of the activity, describing how points can be earned or lost during the activity, and (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 Weekly Rewards chart, reviewing sports skills chart, 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

Contributing to a Group Discussion Notes

(1) Contributing to a Group Discussion takes precedence over Helping, (2) Counselors should award points for Contributing a Group Discussion one time for each statement, regardless of the number of sentences used or the number of ideas expressed

Ignoring a Negative Stimulus

The child show 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, Interruptions, or Complaining/Whining

Ignoring a Negative Stimulus Notes

(1) Counselors should not award points for Ignoring a Negative Stimulus following physical contact that occurs as a function of appropriate game play. (2) If a child directs a behavior toward 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 time out continuously directs negative behaviors toward other children who ignore the behavior

Violating Activity Rules

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

Violating Activity Rules Notes

(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, groups must review the rules for that activity, (3) Before engaging in a skill drill or swimming lesson, counselors must establish instructions for the drill or lesson, and groups must review the instructions

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

Poor Sportsmanship Notes

(1) Poor Sportsmanship is evaluated only during recreation periods. Counselors should not evaluate Poor Sportsmanship when children play games at other times during the day (e.g., Swimming, Recess), (2) Behaviors exhibited while a child is serving a time out do not result in point losses for Poor Sportsmanship

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 or movement. Intent to perform the behavior is determined by the staff member who observed the behavior

Intentional Aggression 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, the Lead Counselor should inform parents of the behavior at the end of the day

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

Unintentional Aggression Notes

Many behaviors that occur during sports activities meet the definition of Unintentional 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

he child apparently intentionally performs a physical behaviors that (1) destroys an objects, (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, (3) would typically meet criterion 1 or 2. Intent to perform the behavior is determined by the staff member who observed the behavior

N

Intentional Destruction of Property Notes

(1) Counselors must assign a time out following Intentional Destruction of Property, (2) Intentionally using materials inappropriately results in a points 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 Intentional Destruction of Property for appropriately disposing of trash, or for throwing or dropping an object that would not typically break down 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 natural deterioration of an object that is being used appropriately does not result in a point loss for Intentional Destruction of Property, (5) Counselors should deduct points for Intentional Destruction of Property regardless of the ownership of the object, (6) Reparation for Intentional Destruction 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 of Counselors should inform parents of the behavior at the end of the day

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 Behavior Definition

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

Unintentional Destruction of Property Notes

(1) Unintentionally using materials inappropriately results in a point loss for Unintentional Destruction of Property if the materials would typically be or are destroyed or damaged in the process, (2) Unintentionally 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 do not result in a point loss for Unintentional Destruction of Property unless the object is destroyed or damaged in the process, (3) Damage resulting from natural deterioration of an object that is being used appropriately does not result in a point loss for Unintentional Destruction of Property, (4) Counselors should take points for Unintentional Destruction of Property regardless of ownership of the object, (5) Reparation for Intentional Destruction of Property is determined by discussion between the child and a counselor

Noncompliance

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

Noncompliance Notes

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 giving a repeated command, fails to meet the criteria for Compliance

Repeated Noncompliance Notes

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

Stealing 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

Leaving the Activity Area Without Permission

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

Leaving the Activity Area Without Permission 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 area. The rules of each sport define the game boundaries, (4) During the pedestrian transitions, a child should lose points for Leaving the Activity Area if he or she steps off a sidewalk into a street or parking lot, walks more than 15 feet ahead of 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 Activity Area if he or she travels more than five feet away from the time-out area

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

Lying 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, (3) If a child exhibits a behavior that meets the criteria for Lying, the lead counselor should inform parents of the behavior at the end of the day

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

Verbal Abuse to Staff 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) Verbal Abuse takes precedence over Name Calling/Teasing, Cursing/Swearing, Interruption, and Complaining/Whining, (3) If a child directs a behavior that meets the criteria for Verbal Abuse, the lead counselor should inform parents of the behavior at the end of the day

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

Name Calling/Teasing Notes

(1) Societal norms regarding peer interactions should be used to determine if a behavior would typically elicit annoyance or distress and should therefore be classified as Name Calling/Teasing, 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 Cursing/Swearing at a peer, the lead counselor should inform parents of the behavior at the end of the day

Cursing/Swearing

The child exhibits any verbal or nonverbal behaviors, 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

Cursing/Swearing 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) If a child exhibits a behavior that meets the criteria for Cursing/Swearing, the lead counselor should inform parents of the behavior at the end of the day

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

Interruption Notes

(1) Counselors should not take points for Interruption for behaviors that occur as a result of physical injury (e.g., bee sting), warning the group of impending danger (e.g., rapidly approaching car), or any other true emergency (e.g., fire, earthquake, tornado), (2) Counselors should not take points for Interruption for behaviors that occur during a pause in the action of the ongoing activity (e.g., game, point check, group discussion) unless the behaviors meet the above criteria, (3) Counselors should take points for Interruption for behaviors that disrupt the group by causing the activity leader to stop or pause the activity, (4) Interruption takes precedence over Complaining/Whining

Complaining/Whining

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

Complaining/Whining 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 neural 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 (e.g., rolling eyes, shrugging in response to feedback) should result in a point loss for Complaining/Whining, not Verbal Abuse or Name Calling/Teasing

Rule 1 for Classifying Point System Behaviors

Each action or sentence is evaluated separately as a single behavior

Rule 2 for Classifying Point System Behaviors

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

Rule 3 for Classifying Point System Behaviors

Negative category takes precedence over positive categories

Rule 4 for Classifying Point System Behaviors

When a single behavior is directed toward both peers and adults, adult-directed behavior categories take precedence over peer-directed behavior categories

Rule 5 for Classifying Point System Behaviors

When a single behavior meets the criteria for more than one negative verbal category, only one negative verbal category should be used to classify the behavior, according to the Hierarchy of Negative Verbal Categories

Rule 6 for Classifying Point System Behaviors

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

Rule 7 for Classifying Point System Behaviors

When a single behavior meets the criteria for both a negative and physical category, the behavior should be classified using both the negative physical category and the negative verbal category

Rule 8 for Classifying Point System Behaviors

When a single behavior meets the criteria for both Noncompliance or Repeated Noncompliance and any other negative behavior category, the behavior should be classified as both Noncompliance and the other negative category

Rule 9 for Classifying Point System Behaviors

When a single behavior meets the criteria for both Compliance and any other positive behavior category, the behavior should be classified as both Compliance and the other positive category

Rule 10 for Classifying Point System Behaviors

When a single behavior violates more than one activity rule, the behavior should be classified using all applicable rule violations. When a single behavior meets the criteria for both Violating Activity Rules and any other negative behavior category, the behavior should be classified as both Violating Activity Rules and the other negative category

Rule 11 for Classifying Point System Behaviors

When a single behavior violates more than one criterion for Poor Sportsmanship, the child should lose points only one time. When a single behavior meets the criteria for both Poor Sportsmanship and any other negative behavior category, the behavior should be classified as both Poor Sportsmanship and the other negative category

Rule 12 for Classifying Point System Behaviors

Ignoring a Negative Stimulus should be evaluated for every negative point system category used to classify a behavior that is directed toward a child