Pause · Name · Choose · Return
My body signal:
My emotion and intensity (1–5):
Strategy I will use:
Slow breathingBrief movementWater or quietAsk for a short break
My return step:
Life Lab Resources
Simple tools that reduce language load and make the next step visible. Print the full page or choose the sections a student actually needs.
REGULATE & COMMUNICATE
Tools for the moment.
Use these during instruction, rehearsal, or a calm planning period—not only after a problem occurs.
Useful scripts
“I need a minute to think before I answer.”“I’m not comfortable with that.”“Did you mean ___?”“Could we try ___ instead?”“I need help with this specific part: ___.”
My own sentence:
Define · Shrink · Start · Check
What does done look like?
The first 10-minute step:
Materials I need:
When I will check progress:
Responsibility without excuses
What I did: ___How it affected the situation/person: ___What I can repair now: ___What I will do differently next time: ___
Helpful reminder: An explanation can add context, but it does not replace responsibility.
Tools that work for me
When I am at a 1–2, I can:
When I am at a 3–4, I can:
A tool I do not want used:
Words an adult can use to help:
Know · Ask · Confirm
The goal is: ___The barrier is: ___My specific request is: ___We agreed the next step is: ___If it is not resolved, I can follow up with: ___
PLAN & DECIDE
Tools for looking ahead.
Stop · Check · Options · Outcomes · Choose
The decision:
Safety, rules, facts, and people affected:
Option 1 and likely outcome:
Option 2 and likely outcome:
My responsible choice:
Start from the deadline.
Event or deadline:
Time needed:
Extra time for delays:
Start time:
Reminder or support:
Keep the goal. Change the path.
The original goal:
What changed?
Two workable options:
My next small action:
Information for forms and appointments
Full legal name and preferred name:
Safe contact person and phone:
Appointment, location, and check-in time:
Privacy: Do not write passwords, Social Security numbers, payment information, or other sensitive identifiers on a card carried in public.
Information to gather before applying
Contact information I am allowed to use: ___School, courses, or training: ___Skills and responsibilities: ___Availability and transportation plan: ___Two people I can ask before listing as references: ___
Reminder: Ask permission before listing a reference, and review any application with a trusted adult when private information is requested.
EVERYDAY GUIDES
More skills for independent life.
Use these as teaching prompts, discussion starters, or quick planning references.
Intensity scale
- 1: settled and ready
- 2: slight tension; use a small support
- 3: distracted or frustrated; pause and choose a tool
- 4: hard to think; reduce demands and get support
- 5: safety first; use the established support plan
Test-anxiety plan
- Preview the format and needed materials.
- Use one short settling tool before beginning.
- Read one direction at a time.
- Mark difficult items and return with a plan.
- Use approved accommodations and ask specific questions.
Daily routines
- Choose a consistent launch place for needed items.
- Work backward from departure or deadline time.
- Use a short checklist with a visible stopping point.
- Prepare one backup for predictable barriers.
Digital habits
- Protect names, locations, passwords, schedules, and IDs.
- Pause before posting when emotions are high.
- Check the source before sharing a claim.
- Use block, report, screenshot, and trusted-adult support when needed.
Healthy relationships
- Respect can include disagreement and clear boundaries.
- Consent can be changed or withdrawn.
- Pressure, threats, humiliation, and isolation are warning signs.
- Healthy relationships allow space, repair, and outside support.
Help-seeking & safety
- Name the problem and what is needed now.
- Choose a trusted adult connected to the setting.
- If the first person cannot help, ask who can.
- For immediate danger, move toward safety and contact emergency support.
Strengths & identity
- Name skills, interests, values, and environments where you work well.
- Separate support needs from personal worth.
- Notice progress through effort, strategy, and self-knowledge.
- Use strengths when choosing roles, goals, and supports.
Flexible thinking
- Watch for always, never, ruined, and perfect.
- Separate what changed from what remains possible.
- Keep the goal and adjust the path.
- Choose one next action instead of solving everything at once.