Impulse Investigation Board Game

Objective:
• Help the student practice spotting impulsive “suspects,” identify triggers, and choose planned responses in a fun, detective-style board game.

Materials Needed:
• Game board (a simple path of 20–25 spaces labeled Start → Finish)
• Scenario cards (30 cards describing everyday impulse situations)
• Detective points tokens (e.g., chips, coins, or mini magnifying glass tokens)
• Timer or stopwatch (optional)
• Player piece (small figurine or token)
• Notepad or detective log sheet for recording chosen strategies

Setup:

1. Place the game board on a table.
2. Shuffle the Scenario cards and place them face down in a “Case File” pile.
3. Give each player (in this one-on-one game, just the student) a detective token and detective log sheet.
4. Set detective points pool beside the board.

How to Play:

1. Student places their token at Start.
2. On each turn:
   a. Student draws the top card from the Case File.
   b. Teacher reads the card aloud.
   c. Student identifies which impulsive “suspect” behavior is in the scenario (refer to Suspect Behavior Profiles).
   d. Student names one trigger in the scenario and chooses an alternative response (from personal strategies or brainstormed ideas).
3. Reward detective points:
   • +2 points for correctly naming the behavior and trigger
   • +3 points for offering a strong, realistic alternative response
   • +1 bonus point for adding a creative “pause and plan” strategy
4. Move token forward the total number of points earned on that turn.
5. Record strategy in the log sheet.
6. Play continues until the token reaches or passes Finish.

Winning the Game:
• Student “solves the case” when reaching Finish.
• Tally total detective points.
• Set a real-life goal: pick one logged strategy to use that day or week.

Scenario Cards (sample of 8; create 30 total):

1. You’re in class and suddenly remember your favorite TV show is on. You want to shout out to the teacher to be excused.
   • Suspect Behavior: Blurting Out Answers
   • Trigger: Excitement/fear of missing something
   • Alternative Response: Raise hand and wait to be called on; take three deep breaths.

2. Your friend seems upset, but you immediately think it’s because they’re mad at you.
   • Suspect Behavior: Jumping to Conclusions
   • Trigger: Overheard whispering
   • Alternative Response: Ask friend, “Are you OK? I noticed you seem upset.”

3. You finish your worksheet too quickly and didn’t check your work, then realize you made mistakes.
   • Suspect Behavior: Rushing Tasks
   • Trigger: Desire to be first done
   • Alternative Response: Set a timer to finish with 5 minutes left, then review answers.

4. You’re playing at recess and want a swing but see another child using it, so you snatch it away.
   • Suspect Behavior: Acting Without Thinking
   • Trigger: High energy/boredom
   • Alternative Response: Ask politely, “Can I have a turn when you’re done?”; count to 5 before acting.

5. The teacher asks a question you know; you feel impatient and interrupt your classmate mid-answer.
   • Suspect Behavior: Interrupting Others
   • Trigger: Fear of forgetting answer
   • Alternative Response: Tuck hands under desk; mentally repeat the answer until your turn.

6. During a test, you feel anxious and start tapping your pencil loudly.
   • Suspect Behavior: Physical Fidgeting
   • Trigger: Anxiety/test stress
   • Alternative Response: Use a small squeeze ball under desk; place pencil down for three breaths.

7. You and friends dare each other to climb the playground fence high.
   • Suspect Behavior: Risky Decisions
   • Trigger: Peer pressure/thrill
   • Alternative Response: Suggest a safe game (e.g., tag) instead; check with teacher first.

8. You get upset because a classmate took your colored pencil without asking and you yell at them.
   • Suspect Behavior: Emotional Outbursts
   • Trigger: Feeling misunderstood/disrespected
   • Alternative Response: Whisper “Please give that back” and take a calm break at a quiet corner.

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Detective Point Log (student sheet):

Action vs. Reaction Chart

Instructions: For each real-life situation you experience, fill in the chart below. Describe the scenario, note your initial impulsive reaction, plan a better action, identify any emotional or environmental cues, and reflect on how using your planned action helped.

Detective’s Goal: Before our next session, choose one of the planned actions you mapped here and try it when you notice the same cues. Be ready to share how it worked!

Detective Debrief Dialogue

Teacher: “Detective, welcome to our final debrief! Today we’re going to review all the clues, cases, and strategies you’ve uncovered. Are you ready to close this case?”
(Pause and wait for student to respond.)

Teacher: “First, let’s look at the top three triggers you discovered. Can you tell me which three situations or feelings came up most often?”
(Wait for student to name triggers.)
Follow-up: “That’s right. You said ___. Can you describe one time you noticed this trigger during the week?”
(If student struggles: “What were you doing or feeling just before it happened?”)

Teacher: “Great detective work! Now, for each of those triggers, you created alternative actions. Let’s pick one—what’s your favorite new strategy to use when that trigger comes up?”
(Wait for student to answer, e.g., “I take three deep breaths.”)
Follow-up: “Nice choice! How did it feel to pause and use that strategy instead of your usual reaction?”
(Prompt reflection: “Did it help you stay calm? What changed?”)

Teacher: “You also practiced role-plays and our board game scenarios. Which game scenario challenged you the most, and how did you solve it?”
(Wait for student to share.)
Follow-up: “What made that strategy strong? If you had to teach a friend, what advice would you give them?”

Teacher: “Let’s talk about your personal success story. Can you share the moment you felt proudest of using a new detective strategy in real life?”
(Wait for story.)
Follow-up: “Awesome! How did others around you respond? Did you notice any difference in how the situation ended?”

Teacher: “Now it’s time for self-assessment. On a scale of 1 to 5, with 5 being ‘Super Detective,’ how confident do you feel using your pause-and-plan strategies?”
(Wait for rating.)
Follow-up: “What would help you move up one level?”

Teacher: “Finally, every good detective makes a future plan. What’s one real-life situation you’ll watch for next week, and which strategy will you use first?”
(Wait for student to set a goal.)
Follow-up: “How will you remind yourself to use that strategy? Maybe you could put a small note in your notebook or use a hand signal.”

Teacher: “Excellent work, Detective! You’ve captured the suspects, mapped your reactions, and chosen better actions. Keep this case file handy, and remember: whenever you feel an impulse, pause, plan, and act like the smart detective you are. Case closed!”
(End with high five or celebration gesture.)