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Spadoni College of Education
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Database Contact:

Dodi Hodges, Ph.D.
Assistant Professor

Countoon

Strategy #: 25

Content Area: Beh./Classroom Mgt.

Grade Level: K-3

South Carolina Standard

Source
Daly, P. M., & Ranalli, P. (2003). Using countoons to teach self-monitoring skills. Teaching
   Exceptional Children
, 35(5) 30-35. Retrieved March 25, 2008, from 
   http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/International/StepbyStep/ResourceCenter/SelfDetermination/VOL.35NO.5MAYJUNE2003_TEC_Articl
   e-4.pdf

Material Needs
Teacher:
1.File folder
2.Writing utensil (pencil, pen, markers, etc.)
Student:
1.Countoon
2.Writing utensil

Procedures
Teacher procedures for constructing Countoon:
1.Select inappropriate behavior student exhibits
2.Construct 6 square figure directly on inside of file
folder (see attached)
3.Figure 1:
-draw a picture of the student doing the correct
behavior
-write out the behavior
4.Figure 2:
draw a picture of the student doing the inappropriate
behavior
-write out the behavior
5.Label Figures 1 and 2 "What I do"
6.Figure 3:
-post numbers within the box, for example 1-10 (see
attachment)
-label "My count"
-put a square around the greatest number of times the
inappropriate behavior is allowed occur
7.Figure 4 (same as Figure 1)
-label "What I do"
8.Figure 5:
-post numbers within the box, for example 1-10 (see
attachment)
-put a square around the goal to be reached for the
appropriate behavior
-label "My Count"
9.Figure 6:
-draw picture of the reward
-write out the reward
-label "What Happens"
Procedures for implementation of Countoon:
1.Student will have Countoon at desk
2.When inappropriate behavior occurs, teacher gives
prompt and student will cross out the numbers one by
one (Figure 3)
3.When student demonstrates the appropriate behavior,
student will cross out the numbers one by one (Figure 5)
4.If appropriate behavior reaches the desired number and
the inappropriate behavior does not reach or exceed the
limit, the reward (Figure 6) is given

Adaptation
For a student with mental retardation, the Countoon can be used to self-monitor adaptive skills. Use three squares across. First square: picture of the student doing the appropriate behavior. Second square: happy and sad faces. A happy face will be circled when the behavior is completed. A sad face will be crossed out when the behavior is not completed. The reward (third square) is given for more happy than sad faces.

Rationale
Countoons will be used to self-monitor and replace target (inappropriate) behavior with one that is appropriate.

Research adapted by
Gwenn E. McCoy

Attachment
http://www.coastal.edu/education/tipod/uploads/36_countoon.pdf

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