Point system operational definitions and notes

Question 1

Following activity rules

Answer 1

The child, for the duration of an interval, has not lost any points for Violating Activity Rules.

Question 2

Good sportsmanship

Answer 2

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.

Question 3

Good sportsmanship note (1)

Answer 3

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 (e.g., Swimming, Recess).

Question 4

Behavior bonus

Answer 4

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.

Question 5

Attention

Answer 5

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.

Question 6

Attention notes (4)

Answer 6

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 Contributing to a Group Discussion and answers to Group Discussion attention questions are by definition redundant; 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.

Question 7

Compliance

Answer 7

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.

Question 8

Compliance notes (2)

Answer 8

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.

Question 9

Helping a peer

Answer 9

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.

Question 10

Helping a peer note

Answer 10

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). Counselors should provide social reinforcement to the child (e.g., “Good pass!”).

Question 11

Sharing with a peer

Answer 11

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.

Question 12

Sharing with a peer note (1)

Answer 12

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.

Question 13

Contributing to a group discussion

Answer 13

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.

Question 14

Task-related contributions in a problem-solving discussion include… (8)

Answer 14

(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.

Question 15

Task-related contributions in social skills training sessions include… (3)

Answer 15

(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.

Question 16

Task-related contributions in preactivity and postactivity discussions include… (3)

Answer 16

(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

Question 17

Task-related contributions in miscellaneous group discussions (e.g., reviewing Weekly Rewards chart, reviewing sports skills charts, group reparation discussions) include… (3)

Answer 17

(1) responding constructively to a staff member’s query, (2) asking constructive questions, and (3) presenting ideas relevant to the discussion.

Question 18

Contributing to a group discussion notes (2)

Answer 18

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.

Question 19

Ignoring a negative stimulus

Answer 19

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.

Question 20

Ignoring a negative stimulus notes (3)

Answer 20

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 a time out continuously directs negative behaviors toward other children who ignore the behavior.

Question 21

Violating activity rules

Answer 21

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

Question 22

Violating activity rules notes (3)

Answer 22

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.

Question 23

Poor sportsmanship

Answer 23

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.

Question 24

Poor sportsmanship notes (2)

Answer 24

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 out do not result in point losses for Poor Sportsmanship.

Question 25

Intentional aggression

Answer 25

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.

Question 26

Intentional aggression notes (3)

Answer 26

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.

Question 27

Unintentional aggression

Answer 27

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.

Question 28

Unintentional aggression note (1)

Answer 28

Note: 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.

Question 29

Intentional destruction of property

Answer 29

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.

Question 30

intentional destruction of property notes (7)

Answer 30

Notes: (1) Counselors must assign a time out 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 Intentional Destruction of Property 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 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 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.

Question 31

Unintentional destruction of property

Answer 31

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.

Question 32

Unintentional destruction of property notes (5)

Answer 32

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 the ownership of the object. (5) Reparation for Unintentional Destruction of Property is determined by discussion between the child and a counselor.

Question 33

Noncompliance

Answer 33

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

Question 34

Noncompliance note (1)

Answer 34

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

Question 35

Repeated noncompliance

Answer 35

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

Question 36

Repeated noncompliance note (1)

Answer 36

Note: Counselors must assign a time out following Repeated Noncompliance.

Question 37

Stealing

Answer 37

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.

Question 38

Stealing notes (3)

Answer 38

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.

Question 39

Leaving the group without permission

Answer 39

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.

Question 40

Leaving the group without permission notes (5)

Answer 40

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 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 Group if he or she travels more than five feet away from the time-out area.

Question 41

Lying

Answer 41

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

Question 42

Lying notes (3)

Answer 42

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.

Question 43

Verbal abuse to staff

Answer 43

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.

Question 44

Verbal abuse to staff notes (3)

Answer 44

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.

Question 45

Name calling/teasing

Answer 45

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.

Question 46

Name calling/teasing notes

Answer 46

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.

Question 47

Cursing/swearing

Answer 47

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.

Question 48

Cursing/swearing note

Answer 48

Note: (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.

Question 49

Interruption

Answer 49

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.

Question 50

Interruption notes (4)

Answer 50

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.

Question 51

Complaining/whining

Answer 51

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

Question 52

Complaining/whining notes (3)

Answer 52

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 (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.