WorksheetsTCIS (Modules 1-3)
Total questions: 63
Worksheet time: 2hrs 31mins
A deeply distressing or disturbing experience. In children, it can alter the way the brain functions, affecting how students think, feel, behave, and regulate themselves.
Crisis
Spark
Trauma
There are five spaces within caring and responsive classroom communities.
(SPICE)
S = (a)
The space within the classroom community that includes...
the interactions/relationships among/between adults/students.
Social
Physical
Ideological
Cultural
Emotional
There are five spaces within caring and responsive classroom communities.
(SPICE)
P = (a)
The space within the classroom community that includes...
the space/layout/conditions of the classroom..
Social
Physical
Ideological
Cultural
Emotional
There are five spaces within caring and responsive classroom communities.
(SPICE)
I = (a)
The space within the classroom community that includes...
the culture/climate (philosophies/policies) of the class/school.
Social
Physical
Ideological
Cultural
Emotional
There are five spaces within caring and responsive classroom communities.
(SPICE)
C = (a)
The space within the classroom community that includes...
the familial influence/background of those in the learning community.
Social
Physical
Ideological
Cultural
Emotional
There are five spaces within caring and responsive classroom communities.
(SPICE)
E = (a)
The space within the classroom community that includes...
the feelings (stress/trauma/illness) of those in the learning community.
Social
Physical
Ideological
Cultural
Emotional
Any thing that makes challenging behavior or traumatic stress response more or less likely.
Setting Condition
Emotional First Aid
Active Listening
Behavior Support Techniques
In the triune brain model, letter A represents the...
Survival Brain (Brain Stem)
Emotional Brain (Amygdala)
Thinking Brain (Neocortex)
In the triune brain model, the survival brain is made up of the...
Brain Stem
Amygdala
Neocortex
In the triune brain model, letter B represents the...
Survival Brain (Brain Stem)
Emotional Brain (Amygdala)
Thinking Brain (Neocortex)
In the triune brain model, the emotional brain is made up of the...
Brain Stem
Amygdala
Neocortex
In the triune brain model, letter C represents the...
Survival Brain (Brain Stem)
Emotional Brain (Amygdala)
Thinking Brain (Neocortex)
In the triune brain model, the thinking brain is made up of the...
Brain Stem
Amygdala
Neocortex
Pain-based behaviors are the result of emotional and psychological pain.
(IT'S WORDI)
I = (a) outbursts
Pain-based behaviors are the result of emotional and psychological pain.
(IT'S WORDI)
T = (a) re-enactment
Pain-based behaviors are the result of emotional and psychological pain.
(IT'S WORDI)
S = _____-_____
(a)
Pain-based behaviors are the result of emotional and psychological pain.
(IT'S WORDI)
W = (a)
Pain-based behaviors are the result of emotional and psychological pain.
(IT'S WORDI)
O = (a) to situations
Pain-based behaviors are the result of emotional and psychological pain.
(IT'S WORDI)
R = (a) away
Pain-based behaviors are the result of emotional and psychological pain.
(IT'S WORDI)
D = (a)
Pain-based behaviors are the result of emotional and psychological pain.
(IT'S WORDI)
I = (a)
An episode of intense distress, which can be used as an opportunity for growth.
Crisis
Spark
Trauma
In the Stress Model of Crisis, the component labeled A is...
Baseline
Trigger
Escalation
Outburst
Recovery
In the Stress Model of Crisis, the component labeled B is...
Baseline
Trigger
Escalation
Outburst
Recovery
In the Stress Model of Crisis, the component labeled C is...
Baseline
Trigger
Escalation
Outburst
Recovery
In the Stress Model of Crisis, the component labeled D is...
Baseline
Trigger
Escalation
Outburst
Recovery
In the Stress Model of Crisis, the component labeled E is...
Baseline
Trigger
Escalation
Outburst
Recovery
The recovery outcome where an intervention occurs in a caring and trauma-sensitive way with the student being better able to handle stressful situations.
(a) Outcome
The recovery outcome where the crisis was handled, no one was injured, and things went back to "normal."
Higher Outcome
No Change
Lower Outcome
The recovery outcome where the crisis was handled (or ignored) in a way that damaged or caused harm to the student.
(a) Outcome
The first question we should ask ourselves to assess the situation before intervening is:
What am I (a) now?
The second question we should ask ourselves to assess the situation before intervening is:
What does the student feel, need, (a) , or want?
The second question we should ask ourselves to assess the situation before intervening is:
What does the student (a) , need, expect, or want?
The second question we should ask ourselves to assess the situation before intervening is:
What does the student feel, (a) , expect, or want?
The second question we should ask ourselves to assess the situation before intervening is:
What does the student feel, need, expect, or (a) ?
The third question we should ask ourselves to assess the situation before intervening is:
How is the (a) affecting the student?
The fourth question we should ask ourselves to assess the situation before intervening is:
How do I best (a) ?
Understanding the thoughts and feelings of students without making judgments or problem solving the issue. It includes verbal and non-verbal techniques.
Setting Condition
Emotional First Aid
Active Listening
Behavior Support Techniques
When an adult uses active listening skills with coaching to help students manage their level of frustration or stress. Co-regulation allows the student to identify and resolve the underlying concerns that are causing the distress to keep the student within the lesson.
Setting Condition
Emotional First Aid
Active Listening
Behavior Support Techniques
A nonverbal technique of active listening.
S = (a)
A nonverbal technique of active listening.
(a) Expressions
A nonverbal technique of active listening.
(a) Contact
A nonverbal technique of active listening.
(a) Language
A verbal technique of active listening that includes minimal encouragements, door openers, and open/closed questions.
Encouraging & Eliciting Responses
Understanding Responses
A verbal technique of active listening that can include the phrases
"uh-huh" "i see" "go on"
Minimal Encouragements
Door Openers
Closed Questions
Open Questions
A verbal technique of active listening that can include the phrases
"what's up" "tell me more about..."
Minimal Encouragements
Door Openers
Closed Questions
Open Questions
A verbal technique of active listening that includes reflective responses, empathetic responses, and summarization.
Encouraging & Eliciting Responses
Understanding Responses
A verbal technique of active listening that can include the phrase
"I see that you feel..."
Reflective Response
Empathetic Response
Summarization
A verbal technique of active listening that can include the phrase
"You are really struggling with this."
Reflective Response
Empathetic Response
Summarization
A verbal technique of active listening that can include the phrase
"Am I correct in that you're upset because..."
Reflective Response
Empathetic Response
Summarization
An example of a behavior support technique.
PRMPTD HC (preempted hacks to avoid outburst)
P = (a) (verbal cue)
An example of a behavior support technique.
PRMPTD HC (preempted hacks to avoid outburst)
R = (a) /Distractions
An example of a behavior support technique.
PRMPTD HC (preempted hacks to avoid outburst)
M = (a) Environment
An example of a behavior support technique.
PRMPTD HC (preempted hacks to avoid outburst)
P = (a) (nonverbal cue)
An example of a behavior support technique.
PRMPTD HC (preempted hacks to avoid outburst)
T = (a) Away
An example of a behavior support technique.
PRMPTD HC (preempted hacks to avoid outburst)
D = (a) Statements
An example of a behavior support technique.
PRMPTD HC (preempted hacks to avoid outburst)
H = (a) Help
An example of a behavior support technique.
PRMPTD HC (preempted hacks to avoid outburst)
C = (a) Gesture
