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Hands to Myself

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Joleen Shillingford

Tier 3

Lesson Plan

Cool Calm Choices Lesson Plan

Enable the student to recognize and manage impulses to hit, spit, or throw water by learning a traffic-light self-regulation strategy and practicing appropriate responses through structured role-play.

Students with autism often struggle with impulse control, which can lead to safety and social challenges. Teaching a clear, visual self-regulation strategy promotes independence, reduces behavioral incidents, and fosters positive interactions.

Audience

7th Grade Student (Tier 3 Individual Support)

Time

30 minutes

Approach

Visual modeling, role-play, and self-reflection for impulse control

Materials

  • Emotion Regulation Traffic Light Chart, - Impulse Control Scenario Cards, - Role-Play Response Worksheet, - Digital Visual Timer, and - Calm-Down Stress Ball

Prep

Teacher Preparation

10 minutes

  • Print and laminate Impulse Control Scenario Cards.
  • Print multiple copies of Role-Play Response Worksheet.
  • Display the Emotion Regulation Traffic Light Chart in the session area.
  • Set up the Digital Visual Timer for breathing breaks.
  • Review the Cool Calm Choices Lesson Plan and familiarize yourself with each scenario.

Step 1

Introduction and Warm-Up

5 minutes

  • Greet the student calmly and review session purpose.
  • Show the Emotion Regulation Traffic Light Chart and explain its colors.
  • Ask the student to name situations when they felt like hitting, spitting, or throwing water, using simple sentence starters ("I felt like ______ when...").
  • Accommodation: Use clear, literal language and allow extra processing time.

Step 2

Teaching the Traffic Light Strategy

8 minutes

  • Explain that red means stop, yellow means think, green means go with a safe action.
  • Model sorting one scenario from Impulse Control Scenario Cards into each color zone on the chart.
  • Have the student sort two additional cards, prompting with questions ("Why is this a red moment?").
  • Accommodation: Provide visual prompts and check comprehension after each sort.

Step 3

Role-Play Practice

10 minutes

  • Introduce the Role-Play Response Worksheet.
  • Select a scenario card and read it aloud; ask the student to choose a green strategy (e.g., deep breathing, asking for a break).
  • Model the green response, then have the student practice while you record their choices on the worksheet.
  • Use the Digital Visual Timer to time a 5-second breathing exercise.
  • Provide immediate praise or a token for using the strategy.
  • Accommodation: Allow movement breaks and use first/then language ("First we practice, then you earn a token").

Step 4

Self-Reflection and Assessment

5 minutes

  • Ask the student to rate how well they used the strategy on a 1–5 scale on their worksheet.
  • Discuss what went well and what to improve, using yes/no questions if needed.
  • Teacher records observations: level of prompts, strategy accuracy, and student engagement.
  • Accommodation: Offer choice of thumbs-up/down or visual scale for rating.

Step 5

Closing and Reinforcement

2 minutes

  • Congratulate the student on their effort and highlight successes.
  • Give the student a Calm-Down Stress Ball to keep as a reminder to use strategies.
  • Remind them that next time they feel upset they can use red-yellow-green steps.
  • Accommodation: Provide a simple takeaway visual (small traffic-light card) if helpful.
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Slide Deck

Cool Calm Choices

In today’s session, we will:

  • Recognize impulses to hit, spit, or throw water
  • Learn a traffic‐light self‐regulation strategy
  • Practice safe responses through role‐play

Greet the student warmly and introduce the session. Explain that today’s goal is learning cool, calm choices instead of hitting, spitting, or throwing water.

Session Objectives

• Recognize feelings that lead to hitting, spitting, or throwing water
• Learn the Red–Yellow–Green traffic‐light strategy
• Practice choosing safe, “green” actions

Review each objective and check for understanding. Use simple language and pause for questions.

Understanding Impulses

• Ask: “Have you ever felt like hitting, spitting, or throwing water when something upset you?”
• Define impulse: a strong, sudden urge to act
• Notice physical signs: fast heartbeat, tense muscles

Ask the student to think of times they felt upset or frustrated. Provide sentence starters if needed.

Traffic‐Light Strategy

Emotion Regulation Traffic Light Chart
• Red = Stop – strong feelings, no action
• Yellow = Think – pause, choose strategy
• Green = Go – safe, positive action

Display the chart and point to each color. Model one example: e.g., feeling angry when teased = Red.

Sorting Scenarios

• Use Impulse Control Scenario Cards
• Sort each card into Red / Yellow / Green zones
• Discuss: “Why is this a red moment?”

Show one scenario and sort it together. Then prompt the student to sort two more cards, asking “Why is this red/yellow/green?”

Role‐Play Practice

• Pick a scenario card aloud
• Choose a Green strategy (deep breathing, asking for a break)
• Practice response and record on Role‐Play Response Worksheet
• Use Digital Visual Timer for a 5-second breath

Guide the student through a 5‐second breathing break using the digital timer. Praise each green response and give a token.

Self‐Reflection

• Rate your use of the strategy on a 1–5 scale
• Discuss: What went well? What can improve?
• Teacher notes: accuracy, engagement, prompts needed

Offer a thumbs‐up/down or visual scale if the student has trouble with numbers. Record notes on prompts needed.

Closing & Takeaway

• Great job practicing your new strategy!
• Keep your Calm-Down Stress Ball as a reminder
• Remember: Red = Stop, Yellow = Think, Green = Go with a safe action

Congratulate the student and reinforce using the traffic-light steps next time. Hand over the stress ball and a small takeaway card.

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Activity

Impulse Control Scenario Cards

Use these cards to practice sorting situations into Red (Stop), Yellow (Think), and Green (Safe Action) zones on your Emotion Regulation Traffic Light Chart. Print, cut apart, and laminate for repeated use.

Scenario Cards

  1. "A classmate teases you by calling you mean names."

  2. "Someone bumps into you in the hallway on purpose."

  3. "Your art project is knocked over by another student."

  4. "A student rolls their eyes and makes a snorting sound at you."

  5. "You share gum and the other student refuses, then laughs."

  6. "Your friend makes a face and spits on the ground next to you."

  7. "A peer splashes water on your shoes at the water fountain."

  8. "Someone pushes you and your cup of water tips over."

  9. "During lunch, a student flicks water at you."

Print these cards, review each with the student, and have them place each in the traffic‐light zone that matches their impulse. Discuss why it’s a Red moment (big impulse), when to pause (Yellow), and choose a Green strategy next time.

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Worksheet

Role-Play Response Worksheet

Student Name: ____________________ Date: ____________

1. Scenario Selection

Choose one card from Impulse Control Scenario Cards and write the scenario here:







2. Green Strategy

Which safe, “green” action did you choose (e.g., deep breathing, asking for a break)?







3. Practice Steps

Describe how you practiced your green strategy step by step (use the Digital Visual Timer for a 5-second breath if needed):




4. Self-Reflection

A. What part of your response went well?






B. What would you like to improve next time?





5. Self-Rating

On a scale of 1–5, how well did you use your chosen strategy? Circle one.

1 2 3 4 5

(1 = Not yet, 5 = Excellent)



Teacher Notes:

  • Record level of prompting needed: _______
  • Student engagement: _______
  • Accuracy of strategy use: _______

Teacher Signature

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Rubric

Impulse Control Skill Rubric

Use the table below to assess the student’s ability to recognize impulse situations, select safe strategies, execute the strategy, and reflect on their performance.

Criteria1 – Needs Support2 – Emerging3 – Proficient4 – Exemplary
Impulse IdentificationStruggles to recognize impulse scenarios; sorts incorrectly most of the time (≥ 2 errors).Partially recognizes impulses; sorts 1 scenario correctly with prompts.Accurately identifies impulses; sorts 2 of 3 scenarios correctly with minimal support.Independently and accurately identifies impulses for all scenarios.
Strategy SelectionUnable to identify a safe “green” strategy or selects inappropriate responses.Chooses a relevant strategy only with teacher prompting; needs help refining choice.Selects an appropriate strategy independently in most situations (2 of 3).Consistently selects highly appropriate strategies without any prompts.
Strategy ExecutionRequires full support or does not follow key steps of the strategy.Executes parts of the strategy with prompts but omits key steps.Performs the chosen strategy correctly with minimal support, following most steps.Independently and fluently executes the complete strategy accurately every time.
Self-Reflection & RatingUnable to reflect on performance and provides inaccurate self-rating.Offers basic reflection with support; self-rating is approximate.Provides clear reflection and accurately rates performance.Gives insightful reflection, identifies specific improvements, and self-rates precisely.
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Reading

Emotion Regulation Traffic Light Chart

Use this chart to help you recognize your feelings, pause when you need to, and choose a safe action instead of hitting, spitting, or throwing water. Keep it in view during your session and practice referring to it when you feel upset.

ColorWhat It MeansHow to Use It
🔴 RedStop. You have big feelings and might act without thinking.• Notice your body signs (fast heartbeat, clenched fists).
• Pause—do not hit, spit, or throw water.
• Take a deep breath.
🟡 YellowSlow Down. You’re getting ready to choose your response.• Ask yourself: “What could I do instead?”
• Think of a safe strategy (deep breathing, asking for a break, using words).
• Use the Digital Visual Timer to take 5 slow breaths.
🟢 GreenGo. You have chosen a safe, positive action.• Follow through with your chosen strategy.
• Use your words or an alternative action (e.g., walking away, squeezing a stress ball).
• Notice how you feel after using the strategy.

Example Walk-Through

  1. Situation: A peer splashes water on your shoes at the fountain.
  2. Red Moment: You feel your heart racing and want to throw the water back.
  3. Yellow Moment: You pause and think, “I can squeeze my ball or ask for help.”
  4. Green Moment: You take five breaths with the Digital Visual Timer and say, “Please stop.”

Tips for Success

• Keep the chart visible during practice and real situations.
• Practice identifying Red, Yellow, or Green in different scenarios from Impulse Control Scenario Cards.
• After each practice, reflect using the Role-Play Response Worksheet.
• Remember: Everyone has big feelings—this chart helps you choose cool, calm actions.

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Activity

Digital Visual Timer

Use a simple digital countdown timer (on a tablet, phone, or computer) to help students see exactly how long to pause or breathe when using the traffic-light strategy.

Why Use It?
• Provides a clear, visual cue for timing breathing breaks and thinking pauses.
• Makes “Yellow” moments concrete—students know exactly when to switch from thinking to safe action.

Setup & Use

  1. Open a timer app or website on your device (e.g., built-in clock app, Online Timer).
  2. Set the countdown for the desired length (e.g., 5 seconds for a breath break or 10 seconds for a thinking pause).
  3. Position the screen so the numbers are easy for the student to see.
  4. When the student reaches a Yellow moment, say, “Let’s count five slow breaths,” then press Start.
  5. Encourage the student to inhale and exhale deeply with each second on the display.
  6. When the timer reaches zero, prompt the student to move to a Green action.

Teacher Tips & Accommodations

  • Use a large-font or full-screen timer to minimize distractions.
  • Turn off any alarm sounds if they startle the student.
  • If the student struggles to watch the screen, tap the device gently at each second or provide a verbal countdown.
  • Adjust the timing to the student’s needs (e.g., start with shorter intervals and gradually increase).
  • Model the breathing or pause yourself as you press Start to guide the student through one cycle.

Keep the timer visible during role-play practice and real-life “Yellow” moments to reinforce consistent, timed thinking and breathing breaks.

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