Getting Started Calmly

Objective

By the end of this 10-minute session, students will:

• Initiate a challenging task within 2 minutes of presentation, demonstrating improved self-regulation skills.
• Use at least two replacement coping strategies to manage avoidance behaviors such as excessive break requests, head down, task refusal, and negative self-talk.
• Remain engaged with the task without exhibiting avoidance behaviors for at least 5 continuous minutes during the lesson (building toward 15 min goal in future sessions).

Common Core Alignment

Though this is a behavioral and executive functioning skills lesson, embedding Common Core standards through task-related engagement is crucial. The lesson will use a brief ELA activity aligned with standards and focus on managing task engagement behaviors:

CCSS.ELA-LITERACY.RI.5.1 — Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.SL.5.1.B — Follow agreed-upon rules for discussions and carry out assigned roles.

Materials Needed

• Short age-appropriate reading passage (1-2 paragraphs).
• Timer or stopwatch (visible to students).
• Prepared chart or visuals listing replacement coping skills.
• Calm-down tool kit (sensory toy, stress ball, or fidget spinner).
• Whiteboard or paper for student to write or draw coping strategies.

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Lesson Breakdown

1. Warm-Up and Introduction (2 minutes)

• Greet students warmly; briefly discuss how sometimes tasks can feel hard or frustrating.
• Explain that today students will practice starting a task quickly and staying calm if they feel like avoiding it.
• Show a simple visual checklist with replacement coping skills (refer to below).

2. Present the Task (1 minute)

• Give the 1-2 paragraph passage. Explain students will read it quietly and then answer one question about it.
• Set the timer for 2 minutes to encourage them to start promptly.

3. Initiate Task with Support (2 minutes)

• Prompt students to begin reading immediately after the timer starts.
• If a student shows avoidance (head down, negative talk), prompt them gently using one replacement strategy (e.g., "Let's try the deep breathing exercise together for 3 breaths.").
• Use positive reinforcement immediately if they start on time or use a coping skill.

4. Active Engagement Using Replacement Coping Skills (3 minutes)

• If avoidance behaviors arise, guide the student in selecting a coping skill from the chart.
• Have students practice at least one of these replacement strategies:
  • Taking three slow deep breaths.
  • Counting to 10 silently.
  • Using a fidget tool quietly at their desk.
  • Asking for a brief 1-minute "brain break" instead of a longer break.
  • Saying a positive affirmation aloud or silently ("I can do this!").
• Encourage student to verbalize what they are doing to manage their feeling if possible.

5. Task Completion and Reflection (2 minutes)

• Have students answer a simple comprehension question on the passage (e.g., "What is one main idea in the passage?").
• Praise their engagement and use of coping skills.
• Briefly discuss how these strategies helped them stay on task.

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Assessment

• Teacher observation checklist during the lesson noting:
  • Time to task initiation (goal: within 2 minutes).
  • Number and type of avoidance behaviors exhibited.
  • Use of replacement coping strategies when avoidance behaviors occur.
  • Duration of continuous engagement during the lesson (at least 5 minutes as the measurable portion for this session).
• Student self-report: At end, ask students which coping skill helped them most.

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Extensions and Suggestions for Future Sessions

• Gradually increase continuous engagement time to 15 minutes.
• Rotate through a broader range of challenging academic tasks.
• Integrate peer support for modeling positive coping behaviors.
• Collaborate with school counselor or behavior specialist on personalized coping toolkits.

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Teacher Notes

• This brief session pairs cognitive skill-building with essential executive functioning and emotional regulation skills, enhancing the student’s success in meeting Common Core ELA standards with confidence.
• The specific focus on replacement coping strategies directly addresses the goal’s avoidance behaviors, promoting positive, age-appropriate self-management techniques.
• Use this framework to build consistent routines that empower students to approach challenging tasks independently.