G4.7 Instructor Manual with...

Baby Think It Over® Program

InstructorHandbookGENERATION4

VERSION 4.7

The BabyThink It Over®ProgramInstructorHandbook

The BabyThink It Over®ProgramInstructorHandbookTABLE OF CONTENTSIntroduction ...............................................................2Terminology...............................................................2Part I: Preparing for the Program .........................3

Introducing Baby ...............................................3Enlisting Community & Media Support ........4Gathering Equipment .......................................5Assembling Written Materials ..........................6Babysitters ...........................................................7Forms & Activities Before the

Parenting Simulation .................................8Part II: Conducting the Parenting Simulation ......9

Assigning Baby ...................................................9Issuing Baby......................................................10Forms & Activities While the

Student Has Baby ....................................11Ensuring Proper Participation .......................12

Part III: After the Parenting Simulation ..............13Forms & Activities...........................................13Evaluating Student Performance...................13Analyzing Changes in Attitude ......................14

Part IV: Instructor’s Guide toForms & Worksheets ..............................14

Part V: Worksheets..................................................19

Realityworks, Inc.2709 Mondovi Road

Eau Claire, Wisconsin USA 54701715.830.2040 • 800.830.1416

Fax 715.830.2050www.realityworks.com

[email protected]

The following are registered trademarks of Realityworks:Baby Think It Over and the Baby Think It Over logo are registered trademarks in Australia, Canada, Japan, United Kingdom, and the United States only.Baby Talk It Over is registered in the United States only.Some Decisions Last A Lifetime is registered in the United States only.RealCare Baby is registered in Australia, European Community, Mexico, New Zealand, and the United States only.NICoteen is registered in Australia, Japan, Mexico, Singapore, and the United States only.NICoteen logo is registered in Australia, European Community, Japan, Mexico, New Zealand, Singapore, and the United States only.

Copyright © 2006 by Realityworks Item #D31D *D31D*

Please read the Baby Think It OverOperating Instructions before you readthis manual.

IntroductionThe Baby Think It Over Program is designedas a modular program to be incorporatedwithin and complement your subject curricu-lum. While the Program provides a reasonablyrealistic simulation of parenting, there are sig-nificant differences between Baby Think ItOver and a real infant. It is important for theinstructor to educate students about these dif-ferences.Baby cannot smile and interact like a realinfant, but is very lifelike in appearance. Eachethnic version has different facial features;they are not the same Baby with different skintones. Many types of funding are available to expandyour program. Thousands of Babies havebeen purchased through grants or donated byorganizations. Call us for tips and assistance inlocating funding sources.A Drug-Affected Demonstrator is also avail-able. Including this model for classroom usecan contrast the normal healthy Baby senthome with students and an infant born affect-ed by drugs. It is most effective when usedafter the students have participated in theBaby Think It Over parenting simulation withnormal infant simulators.The Program is used by hospitals, teen shel-ters, churches, social service agencies, andother organizations, but because the majorityare used in schools, this handbook focuses onthat environment and its terminology. No two schools or communities are identicaland will not conduct the Baby Think It OverProgram in exactly the same manner. To beeffective, however, there are basic elements of

the Program that must always be incorporated.Failure to include any one of the basic ele-ments of the Program may significantly affectthe desired outcomes.If you have a new idea or suggestion for inclu-sion in the Baby Think It Over Program,please contact us at:Marketing DepartmentRealityworks, Inc.2709 Mondovi RoadEau Claire, Wisconsin 54701Phone: (800) 830-1416 or (715) 830-2040Fax: (715) 830-2050Email: [email protected]

TerminologyBaby Think It Over® infant simulator, andBaby-terms for the computerized infant.Baby Think It Over Program® andProgram-the combination of the three important com-ponents that make the program work:• Baby and Accessories• Equipment• Activities and AssignmentsParenting simulation-the experience of caring for the infant simula-tor for a minimum of 48 hours. An effectiveparenting simulation should include all threeprogram components listed above. Parent, Student or Teen -the person who cares for Baby during the par-enting simulation.Instructor -the adult supervising the students during theparenting simulation.Electronics box - the small computer that fits in the back ofBaby Think It Over.


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INSTRUCTOR HANDBOOK (Generation 4)


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SECTION A:Introducing BabyIntroducing Baby at SchoolThe superintendent, school board membersand principal are usually excited about new,innovative approaches to parenting educationand teen pregnancy prevention. Their support

is important because it could result in addi-tional funds for the Program, and becausethey usually decide whether Baby will beallowed in classrooms.

Ideally, you should hold a meeting to gain thesupport of faculty and staff and to respondto any questions or concerns. An easy way tofamiliarize your staff with the Program is toshow the video “Some Decisions Last ALifetime.” If you cannot hold a special meet-ing, introduce Baby at a faculty meeting orsend a memo.The meeting or memo is an opportunity tocorrect any misconceptions. For example, atone school the faculty thought the infant sim-ulator cried throughout the entire one- to thir-ty-minute care session, and were understand-ably opposed to students bringing Baby intotheir classrooms until this was clarified.A good channel of communication will allowyou to make adjustments for special circum-stances and events, such as working withcoaches for sporting events, or with bus dri-vers for transporting equipment on the bus.

Getting Your Colleagues InvolvedFaculty and staff can watch for unattended,mistreated, or improperly held Babies, sincethese are behaviors the electronics box cannotmonitor. For example, picking Baby up by anarm or leg is inappropriate. Laying it on adesk or table and walking away is not propercare.Teen pregnancy prevention and parentinginformation can be incorporated into manyother classes:

PART I: PREPARING FORTHE PROGRAM

Care key - the small plastic device worn on the teen’swrist to care for Baby.Care session - caring for Baby when it cries by inserting thecare key in its back.Rough handling event - an instance of physical mistreatment of Baby,either deliberate or accidental, including drop-ping or hitting, that is recorded by the elec-tronics box.

Neglect event - failure to respond to Baby’s crying for oneminute or more. Neglect events are recordedby the electronics box.

Caucasianinfant

simulatorshown

• Math or Economics - assign students thetask of estimating the cost of an infant.• English - assign books about teen pregnancy such as Baby, Baby, by LizNichols, Too Soon for Jeff, or Detourfor Emmy, both by Marilyn Reynolds.

• Physical Education - focus on the importance of pre- and post-natal fitness.

• History and Sociology - study parentingthroughout history and changes in attitudes toward teen pregnancy or single-parent families.

• Driver Education - teach proper use ofcar seats and how to handle distractions(such as crying babies) while driving.

Introducing Baby to the Student’s FamilySince the student will have Baby for severalnights, the family can play an important role.Parents are usually very enthusiastic about theProgram and want to help. You may sendhome the Letter to the Student’s Familyincluded in this handbook, which explainsways the family can help. You may also wantto have an open house or special meeting forparents to attend.Most parents are eager for their children toparticipate. However, a few parents maychoose to keep their children from participat-ing. If a student says a parent objects, be sureyou receive a completed Parent Consent Formthat did not give permission. A ParentConsent Form is included in this handbook.

Introducing Baby to the StudentsAllow at least one day of class time beforeBaby is issued to let students get acquaintedwith Baby. Demo mode works best for thisintroduction. Decide how many minutes eachstudent should hold Baby in class. Allow extratime for care sessions. The care key should besent around the room with Baby, not attachedto a student’s wrist. If Baby cries, the studentholding it must quiet it. Hands-on use of Baby before going homewith the student will answer questions aboutuse of the care key.

SECTION B:EnlistingCommunity &Media Support

Community & ServiceOrganizationsMany organizations have sponsored the BabyThink It Over Program. Often such groupsare already looking for worthwhile projects tosponsor. They can lend both hands-on assis-tance and financial support.

HospitalsHospitals want to help reduce teen pregnan-cies and may be willing to donate infant simu-lators, wristbands, and car seats to your pro-gram. They may have speakers available aswell.


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African-American infant simulator shown


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Law EnforcementOfficers understand the need for car seat safe-ty education. In some communities specialtickets are issued to students who fail to usecar seats with Baby or use car seats improper-ly. One copy of the ticket is issued to the stu-dent; the other is sent to the instructor. Thetickets affect grades and impact the budgetingworksheets. Some police departments havemoney available for car seat safety programsand have purchased the car seats to be used inthe Baby Think It Over Program.

MediaNewspapers and radio and television stationsare always looking for local human intereststories. Hundreds of newspaper and televisionpieces have appeared featuring schools andorganizations using the Baby Think It OverProgram. Give your local media a call. Thepublicity shows your school or organization ina favorable light, and may result in funding toexpand your program. The media can let thecommunity know what you need for equip-ment and supplies.

SECTION C:Gathering EquipmentRequiring students to use equipment is anintegral part of the Program. In addition tomaking the parenting simulation as realistic aspossible, it teaches the planning, money, time,and work involved with an infant. Baby willtake up some of their space as well as theirtime.

Equipment Options:• The school can provide everything.• The school can provide the basics andoffer extra credit for additional equipmentthe student supplies.

• The school can have some equipment forstudents who can’t find equipment.

• Students who borrow items should takethe rental fee into consideration whencomputing expenses and budget for Baby.

• The students can be required to borrow orimprovise for all the equipment and maylose grade points for missing items.

Each system has its own merits and short-

comings. Although it is nice to have newequipment uniformly issued by the school,used equipment of various styles allows stu-dents to compare features to consider whenpurchasing equipment. You may want to com-bine several methods if equipment was notincluded in your funds:• Students can borrow from friends and rela-tives.

• A note sent home with students can gener-ate donations.

• Put an article in the school newspaper andsend a press release to your local media. Bespecific about the type of equipment need-ed, especially clothing and strollers.

• If your local hospital has a program fornew parents that provides diaper bags orcar seats, the hospital may be willing todonate some.

• Contact local stores for donations and pos-sible discounts.

• A baby shower within the community canbe used.

• Watch garage sales and thrift stores for bar-gains. Sometimes the sellers will donate theitems if they know why you are buyingthem.

Recommended Equipment:Diaper BagThe diaper bag should be as full and heavy asone for a real infant. A suitable substitute canbe a gym bag or even a shopping bag. Itshould not be too small. The clothing andblankets the student uses for Baby will easilyfill it, but you should consider ensuringweight. A parenting book can be added to thebottom of the bag. You can require studentsto fill baby bottles with water. If the studentchooses the breast feeding option, they couldinclude breast pads or a breast pump. Cans offormula also add weight. Rather than pur-chase formula, each student could bring twocans of food from home. Cover the cans withplain paper and label them “Formula.” Afterthe simulation, students may take the cannedgoods back home or donate them to a foodpantry. Many hospitals have donated sampleproduct packages like the ones sent homewith new mothers. The oil, lotion, powder,and other items add weight to the bag.

Stroller or Infant CarrierInfant strollers allow Baby to lie flat. Umbrellastrollers do not provide adequate neck andback support for a newborn. It is importantthat the teens understand when each type ofstroller is appropriate.

Car SeatIf a student will be in a car or bus, Baby needsa car seat. The infant type that does not posi-tion Baby completely upright is preferred. Thecar seat must face the back of the vehicle, notthe front. Surveys have found that a large per-centage of adults do not know the proper useof infant car seats. The Baby Think It OverProgram may provide the only training someteens get before they become real parents.

Crib, Cradle, or BassinetGiving Baby its own bed shows the teen thatspace will be taken up by Baby. If a crib is notavailable, the student can substitute a laundrybasket, cardboard box, or dresser drawer linedwith blankets or towels. The bed should be inthe student’s room, taking up part of the stu-dent’s space.

ClothingAccess to Baby’s back for the care key must betaken into consideration. Clothing that works well:• two-piece outfits • drawstring nightgowns• one-piece outfits that open in the back• clothing modified with an opening in the back

Clothing that does not work as well:• one-piece outfits that open in front• two-piece outfits with straps or bibfronts

Students may be offered extra credit for modi-fying clothing to accommodate the care key bymaking a finished opening in the back. A par-ent or other volunteer can help.You can require that Baby wear a sweater,jacket, or snowsuit every time it goes outside.This shows the teen the inconvenience ofdressing and undressing an infant. Time spent

getting a snowsuit on and off can be substan-tial. Clothing should also include blankets andother related supplies.

SECTION D:AssemblingWritten MaterialsMaterials given to the student consist of twotypes:Textbook materials are read and returnedto be used again by the next student.Pocket materials are used up and must bereplenished for each student.

The center of the Student Handbook holdsthe reusable textbook materials and the pocketholds the consumable pocket materials. Textbook materials may include:• Student Handbook• Car seat safety information• Sudden Infant Death Syndrome informa-tion

• Shaken Baby Syndrome information • Other related information from your cur-riculum

• Worksheets that students answer on aseparate sheet of paper, allowing theworksheets to be reused

Pocket materials may include:• Parenting Contract• Parent Consent Form• Birth Certificate• Worksheets that you photocopy for thestudent to fill out

In preparing the written materials, decidewhich forms will be textbook materials andwhich will be pocket materials. Assemble setsof pocket materials for all your students at onetime. Each time Babies are issued, simplyinsert a new set of pocket materials in eachStudent Handbook pocket.Materials that may be either textbook or pock-


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et forms are:• Readiness Quiz• SIDS Quiz• Shaken Baby Syndrome DiscussionTopics

• Car Seat Safety Quiz• Pre-Simulation Questionnaire• Post-Simulation Questionnaire• Diary• Baby’s First Year Expense Worksheet• Budget Worksheets

SECTION E:BabysittersThere are two basic approaches to Baby inclass. Some people feel that to best simulatethe constant care a new parent would provide,the student must carry Baby everywhere.Since the student is in school, Baby goes toclass. The other view is that a real infantwould be in day care, not class, so Babyshould be in child care. Both are realisticapproaches.If a day care center or babysitter is used, the teenshould pay for the service using real or playmoney, or by taking a turn as a babysitter forother students. You may wish to have stu-dents repay a babysitter’s time with their ownvalued time. Teens should learn that employ-ers, co-workers, and family do not alwayscooperate in helping a new parent juggleresponsibilities. They will not always have ababysitter available. There may be places theywant to go that will not allow babies.Guidelines for babysitting should be given tostudents before they begin their parentingsimulations.

Day Care During SchoolDuring school, day care can be permitted forone class period at a time or all day. If the stu-dent leaves Baby only for the periods in whichit can not be in class, choose a location centralenough to accommodate the student’s needfor dropping it off between classes. If only afew Babies require day care each period, daycare can be in your classroom. Students in the

room that period can be assigned to care forthem. This can be a way that students repaytime spent leaving their Babies in day care. Iftoo many Babies would be in the classroom atonce, other arrangements must be made.Some schools have creatively solved theirbabysitting needs by using:• a playpen in the principal’s office• volunteers who set aside an area in thecafeteria or gym• the nurse’s office• a developmentally disabled classroom• the school day care center for children ofstudents• a real day care center near the school (forcare all day)

If Babies must be in day care the entireschool day, leaving them in your classroombefore the start of school each day may workfor any number of Babies. If you wish to turnthem off during this time, record the LEDdisplay numbers when the Babies are droppedoff, then disconnect the batteries. ActivateBabies at least five minutes before the stu-dents pick them up again. Disconnecting thebatteries after noting the electronics box dis-play for each Baby means they need no careduring the school day. If you require studentsto visit their Babies during the lunch hour,disconnecting them would not be a practicalapproach. One school found the Program to be a goodway to accomplish mainstreaming of develop-mentally disabled students with the rest of thestudent body. The day care was established inthat room and all students left their Babiesduring the school day, but visited them duringthe lunch hour. The developmentally disabledstudents provided care for the Babies duringthe day and reported on their activities whenthe students visited and picked the Babies upat the end of the day.For babysitting during school functions suchas drama, music, or sports events, consult theteacher or coach in charge of the event todetermine the best arrangement. Wearing thecare key may be a problem. When arrange-ments are made in advance, coaches andteachers are usually willing to reattach care

keys after the event, if they are provided thenecessary wristbands.

Babysitting After SchoolBabysitting after school should be kept to aminimum because students should spend asmuch time as possible with Baby. Babysittingshould be available only when it would beimpossible, not merely inconvenient, to carefor Baby. The shorter the parenting simula-tion, the more important it is that very littlebabysitting is used. If babysitting is a commonneed, paired parenting should be considered.(See page 9.)

Possible Babysitting Arrangements1. Students may watch each other’s Babies,but there is the chance both will cry at thesame time and the sitter can only care forone. Assuming the sitter’s Baby will be theone cared for, the second Baby would beneglected. The sitter should make a note ofit in the neglected Baby’s diary.

2. Other students can be authorized sitters torepay their own use of a sitter during theirparenting simulation. You should let stu-dents know who the authorized sitters are.Because of the flexibility this offers the stu-dent, this arrangement isn’t recommendedunless the students will have Baby for sev-eral nights, usually at least a week.

3. Volunteers from service organizations orthe parents of the teens can provide thechild care required. You can give the volun-teers a schedule of students authorized toreceive babysitting. Instruct students thatthe babysitting must be approved inadvance for them to use this service.

4. Parents of the students may ask to serve asbabysitters during special events such as awedding in which the student is an atten-dant. It is best if the parent picks up andreturns the spare care key on the day sur-rounding the event rather than allowing theparent to have the care key for the entireparenting simulation.

SECTION F:Forms & Activities Before the ParentingSimulationUse the following forms and activities prior toissuing Baby. Suggested uses for the forms canbe found on page 14.• Letter to the Student’s Family• Parent Consent Form• Student Handbook• Readiness Quiz• SIDS Quiz• Shaken Baby Syndrome Discussion Topics

• Car Seat Safety Quiz• Pre-Simulation Questionnaire• Inventory Sheet• Assignment Checklist• Expense Worksheet & Budget Worksheets

• Guest Speaker You may want to invite aguest speaker, such as a nurse, doctor, orother health official, to talk to your studentsabout parenting an infant.

• Baby’s NameThe student should decideon an appropriate name that will appear onthe birth certificate. Ridiculous names thatno one would give to a real child should notbe permitted. Possible topics for class dis-cussion are: family traditions, meanings ofnames, different spellings, initials for mono-grams, and nicknames. Some classes preferto select a single name that all students usefor Baby.


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SECTION A:Assigning Baby How you choose to assign your infant simula-tors may be determined by your class size,schedule, and how many you have. The rec-ommended minimum for a parenting simula-tion is 48 hours for middle school studentsand four to seven days for high school stu-dents. The parenting simulation will have agreater impact on the teens if they must makelifestyle adjustments for longer periods oftime. Monitor data every two to three days toinsure accurate results.

Simultaneous ParentingIn this scenario, all students care for infantsimulators at the same time. This is feasiblewhen you have a one-to-one ratio of infantsimulators to students. Simultaneous parent-ing allows you to finish the parenting simula-tions much faster, but may require a littlemore planning up front. The concurrentexperience facilitates class discussion.

Back-to-Back ParentingIf you have only a few infant simulators,exposing the entire class to the parenting sim-ulation will take much longer, but results in acontinuous, semester-long dialog on theresponsibility of parenting. For middle schoolstudents, you may wish to issue the infantsimulators from Monday to Wednesday,Wednesday to Friday, and Friday to Monday.This way, if you have two infant simulators,you can get six students through the parentingsimulation in a week. For high school stu-dents, you may wish to issue Babies for oneweek, choosing one day of the week for thistask.

Paired Parenting

Assign Baby to two students for parentingjointly. The pair can be of the same or differ-ent genders. Each student has a care keyattached with a wristband. This arrangementemphasizes the cooperation and sharing ofresponsibilities required by actual parenting.The pair will negotiate when each cares forBaby. This may be a good way to issue Baby ifstudents have employment or sports activities.While one is at work or practice, the othercares for Baby.

Mixed SimulationsYou may combine the Baby Think It OverProgram with other types of simulations,such as flour sack babies or egg babies, sothat all simulations run concurrently. If stu-dents use Babies for a certain number ofnights and other types of simulators on theother nights, Babies should be issued after theother types of simulators, not before.Students can compare and discuss the similar-ities and differences between Baby Think ItOver, flour sacks, and real babies.

“Made-To-Order” Baby Some students may request a specific genderor ethnicity of Baby. Remind students that inreal life they may not have that choice. Theyalso cannot select Baby’s temperament. Someparents get contented babies; some have fussyones. Accordingly, the infant simulators givento students may have various temperamentsettings.It may seem desirable to assign a teen theinfant simulator that bears the most resem-blance to the student, but that is not the onlyapproach. If you have simulators of severalethnicities, there are several approaches youmay use:• Match the ethnicity of Baby to the par-enting student. This increases the likeli-hood others will mistake it for a realinfant.

• Number each Baby, place the numbers ina hat, and let each student draw. Drawing

PART II: CONDUCTING THEPARENTING SIMULATION

Baby’s number is usually a highlight forstudents. Is it a girl? Is it a boy? Excitingfor some, but disappointing for others,this can be the start of simulating realisticparenting experiences.

• If half the class is of one ethnicity andthe other half is another ethnicity, simula-tors can be numbered in two groups andstudents can draw from two hats.

If the student and family have reservationsabout a Baby of a different ethnicity, callingstudents foster parents or treating the simula-tion as an adoption may make them moreaccepting.

SECTION B:Issuing Baby The issuing method that will work bestdepends on:• How many Babies are issued at one time• Whether Babies are issued during theweek or only on weekends

• Whether Babies are carried in school orplaced in day care

• How much help you have for the activity(students, aides, volunteers)

• How many times Babies are issued duringthe year

• What equipment is provided by theschool, what is provided by students

• The age of your students

When to Issue BabiesIf Babies will be carried in school, they are usu-ally issued during the class period the studentsare in your classroom. If Babies will not be inschool, students must deliver them to day carebefore reporting to the next class or pick upBabies at the end of the school day.

Set aside time to activate Babies before theclass in which they are issued. Activate themmore than five minutes before the students

leave with them. This way you can double-check that all Babies are functioning properlyand detect low batteries or electronics boxesinserted upside down. You may wish to checkthe batteries with a battery tester.One parent suggested that students be toldonly the approximate date they would receivetheir Babies. She felt students should be calledin between classes or after school on any daywithin a week of that date. Although given adue date by the doctor, parents do not knowexactly when their infant will be born.If students are not parenting simultaneously,you must determine how to schedule them.Students can sign up for dates that they prefer,or the dates can be assigned. Some instructorsdraw for dates at the beginning of the classyear and keep the schedule posted for the bal-ance of the year. Others draw on the dayBabies are issued to determine who takes theBabies home that day.

Activities Involvedin Issuing BabyIf you are issuing Babies to only a few studentsin the class at a time, it is not necessary to allo-cate as much of the class period as you would ifeveryone in the room received Babies on thesame day. Each activity below can enhance theparenting simulation. You will need to deter-mine which can be incorporated.Who will deliver Baby to the students? Oftenhospitals are willing to donate a few sets ofdelivery room scrubs for the occasion.Students not receiving Babies that day can playthe part of the doctor or nurse. Will Baby bedressed? If dressed, it can wear a diaper and t-shirt or a complete outfit. If not, wrap it in areceiving blanket for the new parents to diaperand dress. As soon as Baby is presented to the student,the care key and wristband should be attached.From that moment on, the student is responsi-ble for care.It’s nice to start Baby off with weighing andmeasuring. If a scale isn’t available, be creative.A tape measure will allow the student to mea-


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sure for length. Although all the Babies arethe same size, it’s interesting to see how theyseem to vary in length when measured! OnceBaby is weighed and measured, the birth cer-tificate can be filled out. A volunteer can typeit or someone talented in calligraphy (or per-haps the person with the best handwriting)could fill it out. The birth certificate is animportant souvenir and reminder for students.Even if little class time is devoted to issuingBabies, the student should receive a birth cer-tificate.A photo of the student and Baby is a wonder-ful memento. The students will probably lookbetter in pictures taken when they receiveBaby. They may not look as rested when theyreturn Baby. Is there a merchant in the com-munity who will volunteer to make doubleprints of the photos for the Program? If so,one would go to the student, the other to abulletin board displaying graduates of theBaby Think It Over Program.If all students in the classroom are checkingout Babies on the same day, a system of sta-tions for each phase works well.

SECTION C: Forms & ActivitiesWhile the StudentHas BabyKeeping a DiaryKeeping a diary is important for several rea-sons. Aside from the obvious one of requir-ing more time and effort from the student, itis also a record of the Baby’s behavior for theinstructor to verify that Baby was operating atthe temperament for which it was set.Keeping the diary can be compared to keep-ing a baby book or medical information forthe doctor. See page 16 for further instruc-tions in using the diary.

BathingBathing can be accomplished in either of two

ways. Sponge bathing with a damp washclothor baby wipes will keep Baby clean. Tubbathing can be simulated without water. Youmay want to set aside one class period fordemonstrating the proper way to tub-batheand sponge-bathe Baby before sending ithome with students. The age of your studentsmay govern how you assign this task.Although there is no way to monitor whetherthe bathing was actually done, you may con-sider asking parents to initial the diary entryor use the honor system.

ChangingChanging the clothing with the same frequen-cy they would change the diaper is often betterthan changing the diaper itself. Baby’swardrobe should be sufficient to allow for thewearing of several different outfits in one day.Parents can help watch to see that Baby oftenwears different outfits. Questions such as“Hasn’t he had that same outfit on for quite awhile? Are you changing him often enough?”can act as an incentive.

Care KeysCare keys are designed to break if excessiveforce is used. This is in preference to the stu-dent damaging the electronics box by usingtoo much force. Care keys can also break ifaccidentally slammed in a car door. If a stu-dent breaks the care key and has no way tocare for Baby, what should he or she do?1. Give students your home phone number ora pager number where you can be reached.

2. Volunteers from service organizations or24-hour businesses can keep extra carekeys and wristbands on hand and be on callfor students. The volunteers should insistthat the teens give them the broken carekey before issuing the replacement.

3. Agree to allow students to remove the elec-tronics box and trigger an automatic shut-down. If you use this method, provide aphone number where they can leave a mes-sage on an answering machine that recordsthe time the call was received. Studentsshould understand that the problem will becorrected and Baby may be issued again forthe number of nights missed.



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Expense & Budget WorksheetsThese assignments are often given during thesimulation. It’s much more difficult to priceshop with Baby along. It also increases the stu-dents’ chances of encountering people in pub-lic who think they have a real infant.

SECTION D:Ensuring ProperParticipationUnfortunately, experience has shown thatwhile the majority of teens are conscientious,there are a few who will try to get around theassignment. You should take steps to deterthem from doing so. Some typical ways students try to avoid theassignment:• Cutting the care key from the wristband and reattaching itThis is tough to do unobtrusively, but maygo undetected if a teen has access toshrink-wrap. Simply retying the elastic cordwill be obvious.

• Cutting the wristband “It was too tight and my wrist was turningblue,” should not be an excuse if the wrist-band was properly attached. Examine eachwristband before the students leave to besure they are not too tight or too loose.

• Returning without the care keyThis is a serious infraction because the carekey could begin making the rounds atschool, being rented for a fee or loaned tofriends to provide unauthorized babysitting.All students should be warned that thosewho return without a care key will becharged a replacement fee.

• Removing the electronics boxWhen the electronics box is removed fromBaby for more than five minutes, an auto-matic shutdown occurs. You will detect an

automatic shutdown when you view theelectronics box readout, as it will displayblinking numbers. This shutdown featureacts as a safety valve for those students whosimply can’t handle the responsibility ofBaby crying. Rather than damage the infantsimulator, they can remove the box.

• BabysittersInstructors need to define approvedbabysitter arrangements. Refer to page 7 forsuggestions.

Caucasian infant simulator shown


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SECTION A:Forms & ActivitiesAssignment Checklist & Inventory SheetThe student should review the checklist andbe given an opportunity to disagree or noteerrors while the infant simulator and equip-ment are still available for verification. TheAssignment Checklist allows for monitoringevery two to three days.

Post-SimulationQuestionnaireParent EvaluationGuest SpeakerParenting teens are excellent speakers for afterthe parenting simulation. Students will bemore capable of relating to their peers’ situa-tion after sampling some of the problemsparenting can present. It also gives students achance to ask if what they experienced withBaby Think It Over is realistic.

BatteriesRemove all batteries before storing yourinfant simulators. Be sure monitoring infor-mation is retrieved and recorded BEFOREremoving batteries.

Drug-Affected Demonstrator If the Drug-Affected Demonstrator is avail-able for your program, use it in class after allthe students complete their parenting simula-tion. Using the Drug-Affected Demonstratoremphasizes the differences between it and anormal infant.

Class DiscussionClass discussion will depend on the generaltheme of the class—child development, fami-

ly living, etc.

Some suggestions:• Was the parenting simulation more orless difficult than expected?• How do the experiences of single andpaired parents compare?• How did their families react? At first? Atthe end?• How were they treated in public?• Did the stroller (carrier, carseat) makethings easier or harder?• How did parenting affect social life? • Were they more or less popular withfriends?• What changes would they make to theequipment used (features or items)?• Finance—if they were real parents, howwould they meet the costs?• Finance—does a child cost more or lessas it grows?• How did it / would it affect their school-work and social life?

Facilitate a minimum of one class discussionbefore administering the Post-SimulationQuestionnaire.

SECTION B:Evaluating Student PerformanceA student receiving a readout with no neglector abuse should be congratulated. If the read-out was not good, be sure the student under-stands it does not necessarily mean future fail-ure at parenting. It may indicate that parentingis not a good choice for the student now. Thetime with Baby has given the teen more infor-mation to use in making informed choices forthe future.

PART III: AFTER THE PARENTING SIMULATION


Page 14

Letter to the Student’s Family & Letter to Co-Workers and StaffYou may photocopy these letters on your let-terhead. At the end of the letters you maywant to add a note to invite the families andstaff to a meeting or open house to introduceBaby.

Parent Consent FormThe Parent Consent Form should go homewith the Letter to the Student’s Family. Inaddition to granting permission for participa-tion, this form outlines the cost of potentialdamages. You may choose to note actualassessments for damages, or list the maximumamount that may be charged.

REPLACEMENT PARTSHead $ 45.00Torso $ 45.00Arms (pair) $ 25.00Legs (pair) $ 25.00Body (standard) $ 100.00Electronics box $ 185.00Electronics box lid $ 15.00Care keys (2) $ 6.00Lock keys (2) $ 5.00

Prices subject to change without notice.

Whether parents give or deny permission fortheir child to participate, a signed ConsentForm should be returned.

Parenting ContractThe Parenting Contract should be signed andreturned by the student.

Readiness QuizThe answers to the quiz:1. What are the four reasons Baby cries?a) Baby is in the wrong position (on its

stomach, on its left side, or upside down)

b) Baby needs the care key.c) Baby has the care key when it wants to

be left alone.d) Rough handling occurred.

2. When Baby cries for care, you must insertthe care key and turn it:

X clockwise __counterclockwise3. After you have inserted the care key andturned it to the proper position, there willbe a delay of up to 3 seconds before Baby’scrying stops.

4. The care key must be held in place up to 30minutes until Baby starts to cry again.

5. For safety reasons, you should always clipthe care key to the wristband or wrap theelastic cord around the wrist when you arenot using it to care for Baby.

PART IV: INSTRUCTOR’SGUIDE TO FORMS &WORKSHEETS

SECTION C:Analyzing Changesin AttitudesTrackingBefore ending the parenting simulations forthe semester or the year, you may wish torecord how many students participated and

for how long. This data could be useful if theschool tracks teen pregnancy rates and wishesto follow the reduction in those rates. Thisinformation and the parent evaluation wouldbe helpful when trying to obtain more fund-ing. A local university may be able to assist intracking. Realityworks is interested in yourtracking results. If you would like to sharethem, fax them to (715) 830-2050 or mail to:2709 Mondovi Road, Eau Claire, Wisconsin54701.


Page 15

6. List three things that can permanently stainBaby’s skin:a) Pens and markersb) Newsprint and magazinesc) Clothing dye

7. You use a care key and not a bottle to carefor Baby because: babies cry for many rea-sons, not just hunger.

Sudden Infant Death Syndrome QuizThe SIDS page in the Student Handbook canbe used as a basic information sheet if youare not including other material on SIDS, oras an introduction to more in depth informa-tion.Information on SIDS has been includedbecause the positioning preference feature ofthe Baby has been designed to incorporate theBack to Sleep Campaign message.The answers to the quiz:1. Sudden Infant Death Syndrome2. 3 weeks to 4 months3 Spring, fall and winter4. On its back5. Pillow, soft blanket, and waterbed6. Soft toys7. Smoke-free8. Anyone who helps care for the infant(sitter, family, friends)

Shaken Baby Syndrome Discussion Topics The Shaken Baby Syndrome informationincluded in the student handbook can be usedas a basic information sheet or as an introduc-tion to more extensive material.Information on Shaken Baby Syndrome hasbeen included because the realistic head sup-port feature of the Baby helps to illustrate thepotential for injury.

Car Seat Safety Quiz The Student Handbook contains one pageabout basic car seat safety. If you have othermaterial covering this topic, you can removethis page. If not, this basic informationshould be included.Alarmingly, studies have shown that morepeople use infant car seats the wrong waythan the correct way. Including this informa-tion may help to educate not only students,but their family members as well. The information provided is based on publi-cations from Century Products Company, theU.S. Department of Transportation, and theAir Bag Safety Campaign.The answers to the quiz:1. A. airbagB. OKC,D,E. doesn’t face forward

2. 20 pounds3. A. Sharp objects B. Heavy objectsC. Long, pointed objects such as alollipop, ice cream stick or pen

4. January 1, 19815. The manufacturer6. 20 lbs., 12 months7. With a seat belt

Pre- & Post-SimulationQuestionnaires Before issuing Baby, administer the Pre-Questionnaire to all students at the same time,even if you will assign Baby back-to-back,paired, or mixed. Promising student confiden-tiality will promote honest answers. One wayto assure anonymity is NOT requiring stu-dents to write their names on the question-naires. Using this method, however, you willbe unable to compare or track individualchanges in attitude. An alternative is to askeach student write a number on top of thequestionnaires instead of their name. Studentscan draw a number from a hat and use thatnumber for both the Pre- and Post-Questionnaires. This way you can comparethe same student’s Pre- and Post-Questionnaires.

Parent Evaluation This form should be completed shortly afterthe student’s parenting simulation ends. Mostparents not only return it, but offer excellentsuggestions and usually show a great deal ofsupport for the Program. You may want topresent the completed Parent Evaluationforms to your administration and schoolboard.

Inventory SheetThe Inventory Sheet is a permanent record foran individual Baby and its equipment. You cankeep track of any damages that Baby or equip-ment incur, the date purchased for warrantypurposes, the contents of the diaper bag, andother pertinent information. This will eliminatecopying each time Baby goes out. Assign each Baby a unique number. Recordthis number on the Inventory Sheet, andinside the tray in Baby’s back as well as on theelectronics box. For purposes of recognitionwhen issuing them in class, you may want toplace the number on Baby’s wrist or simplyline them up in numerical order. If equipmentis being issued with each Baby, the equipmentcan be numbered to match.When checking Baby back in, use theInventory Sheet to compare Baby’s conditionwith notes on previous damages so that stu-dents are not charged for pre-existing condi-tions. It is also used to inventory any equip-ment and diaper bag contents.

Assignment ChecklistOn the Assignment Checklist, you canrecord the number of the Baby and thetemperament setting for that issuance.This form allows for taking read-outsup to three times, as well as changingthe temperament setting during theparenting simulation. The AssignmentChecklist can be used to assist withgrading and for bookkeeping purposesin the event of damages.Diary

The Diary records the student’s activities andthoughts during the parenting simulation.There are three diary choices. Select the for-mat most suitable for your students.Diary Version 4.7a calls for students to analyzetheir emotions. In Diary versions 4.5b and4.5c, students record the time and notewhether they used the care key, changed,bathed or did other activities with Baby. Students can also be asked to write a briefsummary at the end of each day describingtheir experience, feelings, and commentsreceived from others.

Finance WorksheetsThere are two types of financial worksheets.Baby’s First Year Expense Worksheet is thebasic assignment to teach students the finan-cial aspects of parenting. The Program shouldalways include this. For more advanced courses, one of the BudgetWorksheets may be added. Budgeting is a moreadvanced assignment and optional for youngerstudents. Application variations are given forall three finance worksheets that will help youadjust the content to the proper level for yourstudents.


Page 16 Light-Skinned African-American and Asian infant simulators shown with infant car seat and carrier


Page 17

Baby’s First Year Expense WorksheetThe expense worksheet is a basic for theProgram at all age levels, but you will need todetermine which options best fit the learninglevel of your students. How they find theprices may vary. Are they required to shop incertain stores? Are catalogs allowed? May theyuse personal ads from newspapers to pur-chase used cribs? If you have several Babies,you may want to require students to reportfor a specified time at a local mall for a shop-ping trip. If so, you may choose not to givethem the expense worksheet until they checkin at the mall. Stores may need to be contact-ed in advance for this type of outing.You can instruct the students to omit itemsyou feel would require too much research.You can give students a figure to use insteadof leaving the line blank. You may wish toassign different expenses to individual stu-dents to research, then compile one work-sheet for the class with each student con-tributing independent figures. You caninstruct the students to omit costs for itemsthey don’t plan to purchase, but they must beprepared to justify any omissions. For exam-ple, if their parents saved a bassinet for futuregrandchildren, they need not show an expensefor that item.The students may make their own decisionsabout which type of diapers to use, or youcan assign one of the options. You can alsorequire them to compute costs for more thanone choice. You can assign some students onemethod and other students an alternative, oryou can have all students do multiple meth-ods. If cloth diapers are chosen, studentsshould include the cost of plastic pants anddiaper pins. What kind of milk? Will a few students needto compute the cost of soybean substitute? Ifbreast feeding is used, they should price nurs-ing bras, pads, and a breast pump. If formula,they should price bottles, supplies and formu-la. When will the infant graduate from formu-la or breastfeeding to milk? This componentof the sheet can be as simplified or as compli-cated as you wish.Will they do laundry at home or take it to a

laundromat? Do you want them to include thecost of the washer and dryer in their expensesheet? How often will they wash clothes?Remind them to figure loads for bedding and,if they have chosen them, cloth diapers.Students should take into consideration howoften they will be laundering clothing. Howmany times a day will they change Baby’sentire outfit when they change diapers?Talking to a new mother might give them agood idea of how many changes of clothingan infant uses in a day.Is any of the equipment unnecessary? Canthey leave anything out? Is it up to them whatthey will buy? Are they allowed to shop forused equipment?

Budget WorksheetsTwo budgeting forms are included. The firstis a one-time computation that can representone week, month, or year. However, budget-ing can be a running assignment with eachday representing one month of the year. Thesecond worksheet is included for this assign-ment. Each day, students draw for good orbad financial events. Students should begin by finding employmentand housing through the local newspaper ads.They can use ads for employment for whichthey would be qualified now, without a highschool diploma. They can contrast that optionwith jobs that require a high school diploma,and still further, with jobs requiring a collegedegree. The ad they find for housing shouldbe appropriate for their income. They mustalso budget for utilities, vehicles, and otherexpenses.Some students can do the budgeting using adswith no high school diploma, some with ahigh school diploma, and some with a collegedegree. This would provide the figures forcomparison without each student doing allthree computations.Amounts for utilities can be assigned orresearched by asking parents, calling for aver-ages in the community, or any other methodyou feel appropriate.The Budget Worksheet Supplement may be


Page 18

photocopied, cut into slips, and used to incor-porate variables into the budget. How willthey revise their budget with each new factor?Is there something they must give up fromthe amount they had budgeted for entertain-ment? Do they have extra to spend on some-thing for the infant? Do they have any moneyin savings by the end of the year? Are they indebt they hadn’t planned on because theirbudget was too inflexible? Did they lose theirjob and need to use an unemployment figureone month? Paired students can compute their budgets asa two-income family. Some pairs may use onlyone income. Some students can represent sin-gle-parent households. If paired, they must

agree on the budget allocations and any revi-sions as events change. After determining their budgets, students canbe required to incorporate the infant’sexpense. How much of the expense will becovered by insurance? Gifts from relatives?Shopping for used items? A baby shower?Prepare a guest list for the shower and list arealistic gift from each guest. This can be aneye-opener for those students who thinkeverything will be given to them.Students can do their budgeting assignmentwith and without the infant expenses deter-mined on the Expense Worksheet.

Part VWorksheetsMaterials for use with the Baby Think It Over® Program only.

Dear Parents and Family:

Our school is fortunate to have the new Baby Think It Over Program® under way. I hope each ofyou will take full advantage of the experience this Program can offer to the whole family.

The core of the Program is a parenting simulation using Baby, a computerized infant simulator.The parenting simulation is designed to help young adults understand three important facts aboutbabies: (1) Babies’ demands are unpredictable and must be met promptly, (2) Babies require agreat deal of time and attention, and (3) Babies change a parent’s life profoundly. The Programhelps young adults explore the physical, emotional, social, and financial consequences of parent-hood.

The infant simulator (Baby) will cry at random, unpredictable times 24 hours a day and require thestudent to care for it by inserting and turning a care key in its back. Baby stops crying when the carekey is inserted. The care key must be held in place from 1 to 30 minutes, approximating the timeneeded to care for an infant. A care key is used in Baby’s back rather than a bottle in Baby’s mouthto reinforce the fact that an infant does not cry only when it’s hungry.

Baby will also cry if held in a position it does not like or if it is roughly handled or abused.Although Baby may disrupt your household for a few days just as a real infant would, I’m sureyou will agree the valuable lessons your child will learn far outweigh a few days of possible incon-venience. It will be your child’s responsibility to keep Baby safe and cared for. You can help byproviding emotional support and treating Baby as if it were real. Call Baby by the name given onthe birth certificate. Help make arrangements for Baby in advance (anticipation should be a posi-tive experience, just as it will be someday for a real infant). Be a coach for this event, not a player.Offer advice, but remember your child should do the actual work of caring for Baby. Most impor-tant, expect the experience to offer many opportunities to discuss issues such as parenting, mar-riage and dating. These are conversations we all try to have with our children, but often we or theyare too busy, the topic isn’t easy to approach, or it sounds too much like lecturing. This is a perfecttime for those discussions.

Letter To Student’s Family

20

Date:

To: Co-Workers and StaffFrom:Subject: Baby Think It Over® Parenting Simulation

Our school is fortunate to have the new Baby Think It Over® Program under way. I hope you willjoin me in helping our students benefit from the program as fully as possible.

The core of the Program is a parenting simulation using Baby Think It Over, a computerizedinfant simulator. The Program helps young adults explore the physical, emotional, social, andfinancial consequences of teen parenthood.

The infant simulator (Baby) will cry at random, unpredictable times 24 hours a day and require thestudent to care for it by inserting and turning a care key in its back. When the care key is inserted,Baby stops crying within a few seconds. The care key must be held in place from 1 to 30 minutes,approximating the amount of time needed to care for an infant. Baby will also cry if held in aposition it does not like or if it is roughly handled.

Although Baby may momentarily disrupt your class, I’m sure you will agree the lessons our stu-dents will learn far outweigh a few interruptions.

I would appreciate your help in watching for unattended, mistreated, or improperly held Babies,since the electronics box computer cannot monitor all of these behaviors.

Please contact me if you have any question or concerns about the program, or if there are specialarrangements we need to discuss for your classes.

Letter to Co-Workers & Staff

21

As the parent or guardian of a student who is eligible to participate in the Baby Think It Over®Program, I have read and understand the following:The Baby Think It Over® Program will require my son or daughter to be the sole caretaker of Baby, acomputerized infant simulator whose crying replicates that of an infant. The experience is intended todemonstrate to my son or daughter the full-time commitment required for parenting an infant.Baby cries at random intervals throughout the day and night. When it cries, it will be the responsibilityof my son or daughter to attend to Baby’s needs.Baby’s crying and need for care may cause my child to lose sleep and possibly disturb other familymembers.I agree to reimburse ___________________________________________ in an amount up to$_____________ for any damage to the infant simulator, or any equipment which is issued with it. Charges which may be assessed are:

Other charges may be assessed for damaged or missing accessories. Having read the above, I agree to allow _________________________________ to participate inthe Baby Think It Over® Program.Signed____________________________________________ Date______________________

� � �

No, I do not wish _________________________________to participate in the Baby Think It Over®Program. I understand that if I do not allow my child to participate in this project, he or she will notreceive a lowered grade because of my refusal. I understand that an assignment requiring an equalamount of work will be given as a substitute for this project.Signed____________________________________________ Date______________________

Parent Consent Form

22

I will...accept full responsibility for my Baby.take care of my Baby as if it were a real, live infant.carry my Baby, the diaper bag and the items needed for proper

care with me at all times, wherever I go.always use a car seat to properly transport Baby in a vehicle.not leave Baby alone or with someone else unless previously

authorized by my instructor.never abuse or neglect my Baby. I will treat it gently and

patiently.not tamper with the electronics box, care key, or wristband.keep a complete record of all care sessions and other informa-

tion required for my diary.keep my Baby for the entire assigned period of time, turn in my

completed diary and other worksheets required at the endof my assigned time, and return my Baby only to theinstructor or person designated by the instructor.

Signature _________________________ Date ____________

Based on a parenting contract devised by:David Duffey, MA, LPC

ParentingContract

I will...accept full responsibility for my Baby.take care of my Baby as if it were a real, live infant.carry my Baby, the diaper bag and the items needed for proper

care with me at all times, wherever I go.always use a car seat to properly transport Baby in a vehicle.not leave Baby alone or with someone else unless previously

authorized by my instructor.never abuse or neglect my Baby. I will treat it gently and

patiently.not tamper with the electronics box, care key, or wristband.keep a complete record of all care sessions and other informa-

tion required for my diary.keep my Baby for the entire assigned period of time, turn in my

completed diary and other worksheets required at the endof my assigned time, and return my Baby only to theinstructor or person designated by the instructor.

Signature _________________________ Date ____________

Based on a parenting contract devised by:David Duffey, MA, LPC

ParentingContract

23

1. What are the four reasons Baby cries?1) ______________________________________________2) ______________________________________________3) ______________________________________________4) ______________________________________________

2. When Baby cries for care, you must insert the care key and turn it: � clockwise � counterclockwise

3. After you have inserted the care key and turned it to the proper position, there will be a delay ofup to _______ seconds before Baby’s crying stops.

4. The care key must be held in place up to _______ minutes, until ___________________________________________________________________________________________________.

5. For safety reasons, you should always clip the care key to __________________________ or wrap the elastic cord ________________________ when you are not using it to care for Baby.

6. List three things that can permanently stain Baby’s skin:1) ______________________________________________2) ______________________________________________3) ______________________________________________

7. You use a care key and not a bottle to care for Baby because: _______________________________________________________________________ _____

24

Readiness Quiz

1. For each vehicle seat letter above, specify “OK” or explain why the seat is not suitable for an infant car seat.A. _________________________B. _________________________C. _________________________D. _________________________E. _________________________

2. Infant car seats are usually suitable for infants up to what weight?� 10 pounds � 20 pounds � 30 pounds

3. What objects should not be given toan infant to play with while riding?A. _________________________B. _________________________C. _________________________

4. If buying a used car safety seat, youshould be sure that it was manufac-

tured after what date?_________________ 19___

5. In case of recall notices, the seat should be registered with:________________________________________________________

6. Infants should ride facing the backof the vehicle until they are at least_____ lbs and ____ months old.

7. How is an infant seat secured intothe car?________________________________________________________

A B C D E

“As many as half of the child car seats in use today are installedincorrectly without parents realizing it.”-NHTSATest your knowledge on proper use of infant car seats

25

Car Seat Safety Quiz

1. SIDS is: S_____________ I_____________ D_____________ S______________

2. SIDS usually affects babies what age?� newborn to 2 weeks � 1 week to 1 year� 3 weeks to 4 months� 2 weeks to 2 years

3. Most deaths from SIDS occur in:� spring� summer � fall� winter

4. In what position should an infant be placed for sleep?__________________________________

5. An infant should NOT sleep on a:� pillow� soft blanket � firm mattress � waterbed

6. What kind of toys should not be put in bed with a sleeping infant?___________________________________________________________________________

7. What should the “zone” around an infant be free of to reduce the risk of SIDS?___________________________________________________________________________

8. Parents of an infant should be aware of how to reduce the chances of SIDS. Who else shouldknow these safety rules?___________________________________________________________________________

26

SIDS Quiz

1. Is there ever a situation that makes shaking an infant OK?

2. If the mother is the person caring for the infant all the time, while the father is at work during the dayand only home evenings mostly after the infant is in bed, how important is it if he can’t deal with theinfant’s crying?

3. Do you think parents are more patient with their own children or with the children of other people?

4. Who do you think is more patient with an infant —the parents or someone who is babysitting for theinfant?

5. When is the best time for you and your partner to discuss your views on parenting?� When you are expecting an infant� Before becoming pregnant� Shortly after getting married� Shortly after getting engaged� Before getting engaged� While dating

6. A sick, crying infant can be very upsetting for any parent. Imagine you’ve been up all night with a sickinfant. You’ve gotten little or no sleep and you’re tired. You’re frustratedbecause you can’t make the infant feel better. What do you think is the best wayto handle your frustration? SHAKING

27

Shaken Baby Syndrome Discussion Topics

Age now ______ years ______ monthsWhat grade are you in? ______Are you a � male � femaleDo you have a child? � Yes � NoDo you plan to have children? � Yes � No � Undecided______ If yes, how many? ______ If yes, at what age would you like to have your first child? How important is it to have a spouse or partner before having children?� not important� slightly important� moderately important� very important� essential

How do you think having an infant usually affects a couple’s relationship?� improves the relationship a lot� improves the relationship a little� has no effect� makes the relationship harder� destroys the relationship

How do you think having an infant right now would affect your family?� not at all� we would need to make a few changes because of the infant� we would need to make a lot of changes because of the infant� life would never be the same again

On a scale of one to ten, how would you rate your abilities now as the caregiver for an infant’s needs(feeding, bathing, changing, soothing, keeping it safe and healthy)?______ On a scale of one to ten, how would you rate your abilities now to pay for an infant’s expenses (food,clothing, doctor, etc.)? ______What one word would best describe your feelings if you were to become a parent in the next year?______________________What one word would best describe your parents’ feelings if you were to become a parent in the next

28

Pre-Simulation Questionnaire

Age now _____ years _____ monthsWhat grade are you in?________Are you a � male � femaleDo you have a child? � Yes � NoDo you plan to have children? � Yes � No � Undecided______ If yes, how many?______ If yes, at what age would you like to

have your first child? How important is it to have a spouse or partnerbefore having children?� not important� slightly important� moderately important� very important� essential

How do you think having an infant usually affectsa couple’s relationship?� improves the relationship a lot� improves the relationship a little� has no effect� makes the relationship harder� destroys the relationship

How do you think having an infant right nowwould affect your family?� not at all� we would need to make a few changes

because of the infant� we would need to make a lot of

changes because of the infant� life would never be the same again

On a scale of one to ten, how would you rateyour abilities now as the caregiver for an infant’sneeds (feeding, bathing, changing, soothing, keep-ing it safe and healthy)?_______

On a scale of one to ten, how would you rate yourabilities now to pay for an infant’s expenses (food, clothing, doctor, etc.)? ______ What one word would best describe your feelingsif you were to become a parent in the nextyear?_____________________What one word would best describe your parents’feelings if you were to become a parent in thenext year?____________________In what ways do you think caring for Baby waslike caring for a real infant?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________In what ways was caring for Baby not like caringfor a real infant?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Has using Baby changed your opinions about par-enthood? � Yes � NoIf yes, how? If no, please explain.____________________________________________________________________________________________________________________________________________________________

29

Post-Simulation Questionnaire

�Yes �No Was having your child use Baby beneficial?�Yes �No Do you feel your child has a more realistic idea of parenting than before using Baby?�Yes �No Did using Baby open conversations you feel were beneficial between you and your child?�Yes �No Do you plan to have other children in your family use Baby?�Yes �No Would you recommend this experience to other parents of teenagers?�Yes �No Do you think this experience can play a part in deterring teens from early pregnancy?�Yes �No Do you think it would be more effective if used again at a later age?�Yes �No Did the results of having your child use Baby differ from what you anticipated?

If so, in what way? ______________________________________________________________________________________________________________________________

�Yes �No Do you think it would have been more appropriate for your child at a different age?If so, what age?______ Why?____________________________________________________________________________________________________________________

What do you think is an appropriate length of time for the student to use Baby?__ three days ___four days __ one week __ two weeks Other:______________

What are your most memorable moments from this experience? (good or bad)_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What do you think your child learned from this experience?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Do you have any suggestions for improving this program?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

30

Parent Evaluation

Baby Information Baby #: _________________ Sex: � Male � Female Ethnicity: ____________________ Date Purchased: ________________________________________________________________________________________________Date Damage / Repair Information________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Equipment Information_________________________________________________________________________________Date WarrantyItem Purchased ExpiresDamage / Repair Information_________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Diaper Bag & ContentsUse back of sheet if more lines are needed._________________________________________________________________________________

DateContents Purchased Damaged, Lost, Other Notations _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

31

Inventory Sheet

Damaged/Lost Items Charge

Date Paid Total Charges

AssignmentChecklistStudent Name:_____________________ Baby#:_______Other:__________________________________________Date Issued: ____________ Time:______ By:_______Temperament: � Cranky � Normal � EasySensitivity: � HI � LOW

Date Returned: __________ Time:______ By:_______Wristband Attached: � Yes � NoCare Key: � OK � Lost � Broken________ GREEN Rough Handling (Abuse) events________ YELLOW Neglect events________ RED Total Minutes CryingNumbers Blinking? � Yes � NoNew Temperament: � Cranky � Normal � EasySensitivity: � HI � LOW

Date Returned: ___________ Time:_____ By:_______Wristband Attached: � Yes � NoCare Key: � OK � Lost � Broken________ GREEN Rough Handling (Abuse) events________ YELLOW Neglect events________ RED Total Minutes CryingNumbers Blinking? � Yes � NoNew Temperament: � Cranky � Normal � EasySensitivity: � HI � LOW

Date Returned: ___________ Time:_____ By:_______Wristband Attached: � Yes � NoCare Key: � OK � Lost � Broken________ GREEN Rough Handling (Abuse) events________ YELLOW Neglect events________ RED Total Minutes Crying

a.m.p.m.

a.m.p.m.

a.m.p.m.

a.m.p.m.

G4

Damaged/Lost Items Charge

Date Paid Total Charges

AssignmentChecklistStudent Name:_____________________ Baby#:_______Other:__________________________________________Date Issued: ____________ Time:______ By:_______Temperament: � Cranky � Normal � EasySensitivity: � HI � LOW

Date Returned: __________ Time:______ By:_______Wristband Attached: � Yes � NoCare Key: � OK � Lost � Broken________ GREEN Rough Handling (Abuse) events________ YELLOW Neglect events________ RED Total Minutes CryingNumbers Blinking? � Yes � NoNew Temperament: � Cranky � Normal � EasySensitivity: � HI � LOW

Date Returned: ___________ Time:_____ By:_______Wristband Attached: � Yes � NoCare Key: � OK � Lost � Broken________ GREEN Rough Handling (Abuse) events________ YELLOW Neglect events________ RED Total Minutes CryingNumbers Blinking? � Yes � NoNew Temperament: � Cranky � Normal � EasySensitivity: � HI � LOW

Date Returned: ___________ Time:_____ By:_______Wristband Attached: � Yes � NoCare Key: � OK � Lost � Broken________ GREEN Rough Handling (Abuse) events________ YELLOW Neglect events________ RED Total Minutes Crying

a.m.p.m.

a.m.p.m.

a.m.p.m.

a.m.p.m.

G4

Care SessionClass ____________________ Instructor ____________________ Name ___________________________

Emergency Phone Number:

Diary

33

Care

Diary Name _____________________________


34

CareClothing


DiaryName _____________________

CareClothing


DiaryName _____________________

35

Baby’s First Year Expense WorksheetEquipmentBathtub, Bathinette

________Crib & Mattress

________Bassinette or Cradle

________Playpen________High Chair

________Car Seat

________Stroller

________Baby Swing

________Walker

________Baby Carrier

________Subtotal

________SuppliesSilverware, Dishes

________Bottles________Nail Clippers

________Childproof Covers & Locks for Doors

________Latches for Cupboard Doors

________Electrical Outlet Safety Plugs

________Crib Mobile & Toys

________Waterproof Mattress Covers

________Sheets & Mattress Pads

________Bumper Pads for Crib

________Heavy Blankets

________Receiving Blankets

________Camera & Film OR Photographer

________Subtotal

________ SummaryClothing

__________Feeding

__________Sundries

__________Equipment__________Supplies

__________Medical

__________Total

__________1/12 = monthly cost:______1/52 = weekly cost:______

MedicalDoctor, Hospital

________Health Insurance

________Prenatal Vitamins

________Baby Vitamins

________Subtotal

________

Choose how you will care for an infant’s needs:1.Diapers

___ disposable___ diaper service

___ cloth2.Feeding

___ breastfed___ bottle fed

3.Laundry Expense___ laundromat

___washer/dryer at home4.Laundry Frequency

___ every day___ every 2-3 days

___ every 4-5 days___ once a week

_________________________________________________________Clothing

0-3 mo.6 mo.

9 mo.12 mo.

totalDiapers

__________

__________

_____Undershirts

__________

__________

_____Socks & Tights

__________

__________

_____Booties, Shoes

__________

__________

_____Pajamas

__________

__________

_____Sweater

__________

__________

_____Snowsuit or Jacket

__________

__________

_____Hats, Mittens

__________

__________

_____Other

__________

__________

_____Subtotal

__________

__________

_____FeedingBibs

__________

__________

_____Formula/Nursing Costs

__________

__________

_____Infant Cereal

__________

__________

_____Baby Food (jars)

__________

__________

_____Subtotal

__________

__________

_____SundriesShampoo

__________

__________

_____Soap

__________

__________

_____Oil & Lotion

__________

__________

_____Powder/Ointment

__________

__________

_____Cotton Balls

__________

__________

_____Baby Wipes

__________

__________

_____Laundry Detergent

__________

__________

_____& Fabric Softener

Subtotal_____

__________

__________

36

These figures represent: � one week � one month � one year

Income: Wages from Your Job _______________ Less ______% Taxes _______________

Net Income _______________

Expenses: Housing Costs

Rent _______________Heat/AC _______________Electricity _______________Water/Sewer _______________Garbage _______________Telephone _______________Cable TV _______________Insurance _______________Furniture _______________Appliances _______________

Vehicle CostsGasoline _______________License _______________Insurance _______________Repairs _______________Loan Payment _______________Bus or Taxi _______________

Other ExpensesGroceries _______________Medical Insurance _______________Medical Expenses _______________Clothing _______________Personal Grooming _______________Education _______________Hobbies _______________Entertainment _______________Gifts & Charity _______________

Baby ExpensesChild Care _ _ _____________Baby’s First Year Expense WorksheetAmount _______________

Total Expenses _______________

Net Income less Expenses _______________

37

Budget Worksheet

Jan Feb Mar Apr May June July Aug SeptOct

NovDec

TotalIncome:Wages from Your Job

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Less _____% Taxes

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Net Income

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Expenses:Housing CostsRent

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Heat/AC

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Electricity

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Water/Sewer

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Garbage

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________ Telephone

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Cable TV

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Insurance

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Furniture, Appliances

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Vehicle CostsGasoline

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________License

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Insurance

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Repairs

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Loan Payment

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Bus or Taxi

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________ Other ExpensesGroceries

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Medical Insurance

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Medical Expenses

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Clothing

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Personal Grooming

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Education

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Hobbies

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Entertainment

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Gifts & Charity

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Baby ExpensesChildcare

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Expense sheet amount

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Total Expenses_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________Net IncomeTotal Expenses

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ________

MonthlyBudget

Worksheet -

38

You receive $50 birthday money. You have a $180 car repair.Your health insurance The landlord raised your rent

refunded $80. $25 a month.Unexpected good weather Your infant has an earlowers your utility bill $60. infection - $40 doctor bill.Your infant’s godparents sent You changed jobs! You need$50 to spend on the infant. all new work clothes. $200Your thrift sale proceeds Your infant had a growing spurt. Next

are $85. size clothes needed ahead of time.You have free babysitting House fire - everything lost. Do you

for a month! have insurance? Your deductible?You have an income tax You are invited to a friend’s shower.

refund. $250 Your gift will cost $20.You receive a belated $25 Your infant is allergic to soaps. Extrashower gift for your infant. cost for special soaps = $20/month.

Disposable diapers on sale for half price You’re laid off from work.this month only. How many can you Unemployment = 1/2 your normalafford to buy ahead and save? income this month.

The aluminum cans you turned in You took your infant to the emergencypaid you $20. room - $284. Does insurance cover?

Your infant won the local photo contest. Corrective shoes for the$100 in baby food infant cost $75.39

Budget Worksheet Supplement

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