Impulse Control Visual Aids

These visual aids can be printed, laminated, and used throughout the 12-week series to support the student's understanding and application of the "Stop, Think, Act" strategy.

Visual 1: Stop, Think, Act! Cards

Cut out these three cards to create physical reminders for each step of the strategy. The student can hold them up, place them on their desk, or use them during role-playing.

Card A: STOP!

(Image: A red octagon stop sign)

STOP!

Card B: THINK!

(Image: A lightbulb or thought bubble with question marks)

THINK!

• What are my choices?
• What might happen?

Card C: ACT!

(Image: A green arrow pointing forward)

ACT!

• Choose the best plan!
• Do it!

Visual 2: Self-Talk Bubbles

Cut out these speech bubbles. The student can point to them or say the words quietly to themselves when they need to use their inner pause power.

Self-Talk Bubble 1

(Image: A small speech bubble)

"Stop! Take a breath."

Self-Talk Bubble 2

(Image: A small speech bubble)

"Slow down. I can do this."

Self-Talk Bubble 3

(Image: A small speech bubble)

"What are my choices?"

Self-Talk Bubble 4

(Image: A small speech bubble)

"Count to three."

Self-Talk Bubble 5

(Image: A small speech bubble)

"I can figure this out."

Self-Talk Bubble 6

(Image: A small speech bubble)

"Think before I speak."

Visual 3: Calm Body Move Icons

Cut out these small icons to remind the student of physical calming strategies.

Icon A: Balloon Breath

(Image: A child with hands on stomach, taking a deep breath)

Balloon Breath!

Icon B: Turtle Shell

(Image: A child shrugging shoulders up to ears)

Turtle Shell!

Icon C: Strong Mountain

(Image: A child standing tall and still)

Strong Mountain!

Impulse Scenario Cards: Stop, Think, Act!

These cards can be used at any time to help students practice their "Stop, Think, Act" superpower in different situations. Cut them out and present them one at a time.

Scenario Card 1: The Wobbly Tower

You are playing with blocks and build a super tall tower. Another student walks by and accidentally bumps the table, making your tower wobble! Your first thought is to yell at them.

STOP! What do you feel in your body? What could you say in your head?

THINK! What are two choices you have? What might happen with each choice?

ACT! What is the kindest and most helpful thing to do or say?

Scenario Card 2: The Exciting Story

Your teacher is reading a really exciting story to the class. You know what's going to happen next, and you feel like blurting it out!

STOP! What calm body move could you use? What could you picture in your mind?

THINK! What are two choices you have? What might happen with each choice?

ACT! What is the best way to share your excitement without interrupting?

Scenario Card 3: Waiting for the Swing

You are at recess, and you really want to go on the swing. Another student has been on it for a long time, and you feel impatient. You want to walk right up and tell them to get off.

STOP! What self-talk could help you wait? How could you calm your body?

THINK! What are two choices you have? What might happen with each choice?

ACT! What is a respectful way to handle this situation?

Scenario Card 4: Tricky Art Project

You are coloring a picture for art class, and you accidentally color outside the lines. You feel frustrated and want to quickly scribble all over your drawing.

STOP! What feeling are you having? What self-talk could help?

THINK! What are two choices you have? What might happen with each choice?

ACT! What is a helpful way to deal with this mistake?

Scenario Card 5: Lining Up Rush

It's time to line up for lunch, and you are very hungry. You see a small gap in the line and feel like pushing your way in front of another student.

STOP! What calm body move could you use? What image could you use to pause?

THINK! What are two choices you have? What might happen with each choice?

ACT! What is a fair and respectful way to join the line?

Scenario Card 6: Getting Attention

You really want to tell your teacher something important, but they are busy helping another student. You feel like tugging on their shirt or calling their name loudly.

STOP! What self-talk could you use? What visualization?

THINK! What are two choices you have? What might happen with each choice?

ACT! What is a patient and respectful way to get your teacher's attention?

Scenario Card 7: Accidental Spill

You are carrying your water bottle to your desk, and you accidentally bump it, spilling some water on your friend's paper! Your first thought is to quickly hide the wet spot and pretend it didn't happen.

STOP! What do you feel in your body? What self-talk could you use?

THINK! What are two choices you have? What might happen with each choice?

ACT! What is the kindest and most responsible thing to do or say?

Scenario Card 8: Joining a Game

You see a group of friends playing a fun new game at recess. You really want to join in, and your first thought is to just run right into the middle of the game.

STOP! What calm body move could you use? What could you picture in your mind?

THINK! What are two choices you have? What might happen with each choice?

ACT! What is the best way to join the game respectfully?

Scenario Card 9: Difficult Homework

You are doing your homework, and you come across a math problem that is very tricky. You feel frustrated, and your first thought is to scribble on your paper or tell your grown-up you can't do it.

STOP! What feeling are you having? What self-talk could help?

THINK! What are two choices you have? What might happen with each choice?

ACT! What is a helpful way to handle this tricky homework problem?

Scenario Card 10: Unexpected Visitor

Your class is working quietly, and suddenly the principal walks in to visit! You feel excited and surprised, and your first thought is to whisper to your friend or wave to the principal.

STOP! What calm body move could you use? What image could you use to pause?

THINK! What are two choices you have? What might happen with each choice?

ACT! What is a respectful way to acknowledge the principal without interrupting class?

Week 1: Pause Before You Pounce! Discussion Guide

Introduction: The Rushing Game (2 minutes)

• Teacher: "Who can tell me what it means to 'rush'? What happens when we rush?" (Guide the student to think about consequences – e.g., mistakes, forgetting things).

Introducing Our New Skill: Pause Before You Pounce! (3 minutes)

• Teacher: "Today, we're going to learn a superpower that helps us make better choices: Pause Before You Pounce!"
• Teacher: "'Pause' means to stop for a moment. 'Pounce' means to act quickly without thinking. So, 'Pause Before You Pounce!' means we learn to STOP for a moment and THINK before we ACT or SPEAK."
• Teacher: "Why do you think it might be helpful to pause before we pounce?" (Encourage ideas like 'not making mistakes,' 'being kind').

Week 1: Stop, Think, Act! Activity Sheet

Name: _________________________ Date: _____________

Our Superpower: Stop, Think, Act!

Remember our steps:

• STOP! Freeze! Don't do or say anything yet.
• THINK! What are my choices? What might happen if I do/say this?
• ACT! Choose the best option.

Scenario:

You are working on a puzzle. A piece doesn't fit right away, and you feel frustrated. Your first thought is to throw the piece across the room.

STOP! What is happening?

THINK! What are two different choices you could make?

What might happen if you throw the piece?

What might happen if you choose one of your other ideas?

ACT! What is the best choice you can make right now?

Week 1: Freeze Dance Game Instructions

Objective:

To practice the "STOP!" part of our "Stop, Think, Act" strategy by freezing quickly when the music stops.

Materials:

• Music player
• Age-appropriate music

How to Play:

1. Find your space: Have the student find a space where they can dance safely.

2. Music On, Dance On! When the music starts, the student can dance however they like!

3. Music Off, FREEZE! When the music stops, the student must freeze immediately in whatever position they are in. No wiggling, no talking, no giggling! This practices the "STOP" skill.

Adapting for Individual Play (3 minutes):

• Keep rounds short and focused on quick transitions between dancing and freezing.
• Emphasize the fun of freezing in silly poses to maintain engagement.

Week 1: Pause Before You Pounce! Discussion Guide

Introduction: The Rushing Game (2 minutes)

• Teacher: "Who can tell me what it means to 'rush'? What happens when we rush?" (Guide the student to think about consequences – e.g., mistakes, forgetting things).

Introducing Our New Skill: Pause Before You Pounce! (3 minutes)

• Teacher: "Today, we're going to learn a superpower that helps us make better choices: Pause Before You Pounce!"
• Teacher: "'Pause' means to stop for a moment. 'Pounce' means to act quickly without thinking. So, 'Pause Before You Pounce!' means we learn to STOP for a moment and THINK before we ACT or SPEAK."
• Teacher: "Why do you think it might be helpful to pause before we pounce?" (Encourage ideas like 'not making mistakes,' 'being kind').

Week 1: Stop, Think, Act! Activity Sheet

Name: _________________________ Date: _____________

Our Superpower: Stop, Think, Act!

Remember our steps:

• STOP! Freeze! Don't do or say anything yet.
• THINK! What are my choices? What might happen if I do/say this?
• ACT! Choose the best option.

Scenario:

You are working on a puzzle. A piece doesn't fit right away, and you feel frustrated. Your first thought is to throw the piece across the room.

STOP! What is happening?

THINK! What are two different choices you could make?

What might happen if you throw the piece?

What might happen if you choose one of your other ideas?

ACT! What is the best choice you can make right now?

Week 1: Freeze Dance Game Instructions

Objective:

To practice the "STOP!" part of our "Stop, Think, Act" strategy by freezing quickly when the music stops.

Materials:

• Music player
• Age-appropriate music

How to Play:

1. Find your space: Have the student find a space where they can dance safely.

2. Music On, Dance On! When the music starts, the student can dance however they like!

3. Music Off, FREEZE! When the music stops, the student must freeze immediately in whatever position they are in. No wiggling, no talking, no giggling! This practices the "STOP" skill.

Adapting for Individual Play (3 minutes):

• Keep rounds short and focused on quick transitions between dancing and freezing.
• Emphasize the fun of freezing in silly poses to maintain engagement.

Week 2: My Impulse Triggers! Discussion Guide

Reviewing Our Pause Power (2 minutes)

• Teacher: "Last week, we talked about our superpower: Pause Before You Pounce! What did you remember about stopping, thinking, and acting?"
• Teacher: "Can you think of one time this past week when you remembered to pause?"

Introducing Impulse Triggers (3 minutes)

• Teacher: "Sometimes, even when we want to pause, it feels hard. It's like something makes us want to react super fast! Today, we're learning about 'Impulse Triggers.'"
• Teacher: "An impulse trigger is something that makes us want to act quickly without thinking. It could be a feeling (like being super excited or mad), a situation (like waiting for a turn), or even a thought. Does that sound like anything you've experienced?"
• Teacher: "What do you think might be some of your impulse triggers?" (Help the student brainstorm, offer gentle suggestions based on observations if appropriate).

Week 2: Trigger Detective Activity

Name: _________________________ Date: _____________

Be a Trigger Detective!

Remember, an Impulse Trigger is something that makes you want to act or speak quickly without thinking. Let's find some!

Scenario 1: Excitement Overload!

Your teacher announces a super fun art project! You feel so excited, you want to jump up and tell everyone your idea right away!

What is the Impulse Trigger? (Circle one or write your own)

• Feeling super excited
• Wanting to share my idea
• Other: ________________________

STOP! What can you do to pause?

THINK! What is one thoughtful choice you could make?

ACT! What is the best choice you can make?

Scenario 2: Puzzle Frustration!

You are working on a tricky puzzle, and a piece just won't fit! You're starting to feel really annoyed, and you want to push the puzzle away.

What is the Impulse Trigger? (Circle one or write your own)

• Feeling annoyed/frustrated
• Wanting to give up
• Other: ________________________

STOP! What can you do to pause?

THINK! What is one thoughtful choice you could make?

ACT! What is the best choice you can make?

Week 2: Stop & Sort Game Instructions

Objective:

To practice quickly identifying impulse triggers and using the "STOP!" part of our strategy.

Materials:

• Index cards or small pieces of paper
• Markers

Preparation:

• On separate cards, write down various situations. Some should be common impulse triggers for a 2nd grader, and some should be neutral situations.
  • Trigger Examples:
    • "Someone takes your toy without asking."
    • "You really want to tell a story while the teacher is talking."
    • "You lose a game."
  • Non-Trigger Examples:
    • "You are eating a snack."
    • "You are reading a book."

How to Play (3 minutes):

1. Introduce the Game: "We're playing 'Stop & Sort!' I'll show you a card. Your job is to spot if it's an 'Impulse Trigger.' If it is, quickly say "STOP!" out loud before you sort it."

2. Two Piles: Create two designated areas: "Impulse Trigger" and "Not a Trigger."

3. Present Cards: Hold up one card at a time.

4. Student Response:

   • If it's an Impulse Trigger, say "STOP!" and place the card in the "Impulse Trigger" pile.
   • If it's Not a Trigger, place it in the "Not a Trigger" pile.

5. Quick Discussion: For Trigger cards, briefly ask: "What could you 'Think' or 'Act' in that situation?"

6. Continue: Play through 3-5 cards, focusing on quick identification and response.

Adapting for Individual Play:

• Focus on personalized triggers relevant to the student.
• Encourage rapid identification and verbalization of "STOP!".

Week 3: My Inner Pause Power! Discussion Guide

Reviewing Triggers and Pausing (2 minutes)

• Teacher: "Last week, we became Trigger Detectives! Did you notice any situations or feelings that made you want to act quickly? What happened?"

Discovering Inner Pause Power: Self-Talk (3 minutes)

• Teacher: "Sometimes, even when we spot a trigger, it's hard to pause. Today, we're learning about a secret helper inside us: Inner Pause Power or Self-Talk!"
• Teacher: "Self-talk means using quiet words in our heads to help ourselves think and make good choices. It's like having a little coach in your brain!"
• Teacher: "Why do you think it's helpful to have a coach telling you what to do?" (Guide the student to think about reminders, help with hard feelings, making better decisions).
• Teacher: "Some self-talk words could be: 'Stop! Take a breath.' or 'I can do this. Slow down.' What words do you think your inner pause power could say to help you?"

Week 3: Self-Talk Superpower Activity

Name: _________________________ Date: _____________

My Inner Pause Power: Self-Talk!

Remember, Self-Talk is using quiet words in your head to help you STOP, THINK, and ACT.

Scenario 1: Ready to Run!

You are walking in the hallway, and you see your classroom door. You feel super excited to get inside, and your legs want to start running!

What is your Impulse Trigger? (Feeling excited, wanting to rush)

What could your Inner Pause Power (Self-Talk) say to help you STOP?

THINK! What is one thoughtful choice you could make?

ACT! What is the best choice you can make right now?

Scenario 2: Friend Trouble!

You are playing with a friend, and they accidentally knock over your tower of blocks. You feel really mad and want to yell at them.

What is your Impulse Trigger? (Feeling mad, wanting to yell)

What could your Inner Pause Power (Self-Talk) say to help you STOP?

THINK! What is one thoughtful choice you could make?

ACT! What is the best choice you can make right now?

Week 3: Self-Talk Race Game Instructions

Objective:

To practice quickly using self-talk phrases before responding or acting.

Materials:

• A stack of scenario cards (3-5 cards with simple impulse triggers, e.g., "Teacher asks a question," "Friend cuts in line," "You feel frustrated with a drawing")
• Optional: Small buzzer or bell

How to Play (3 minutes):

1. Introduce the Game: "We're going to play 'Self-Talk Race!' I'll give you a situation. Your job is to quickly say a self-talk phrase (like "Stop!" or "Slow down") before you respond or act on your first impulse."

2. Present Scenarios: Hold up one scenario card at a time or verbally state a scenario.

3. Student Response:

   • The student's goal is to immediately verbalize a self-talk phrase (quietly or aloud, as decided) as soon as they hear the scenario.
   • After saying the self-talk phrase, they can then briefly explain what they would

Week 4: See It, Stop It! Discussion Guide

Reviewing Self-Talk (2 minutes)

• Teacher: "Last week, we talked about our Inner Pause Power – self-talk! Did you try using any special words in your head this week?"
• Teacher: "What happened? Did it help you pause?"

Introducing Visualization: See It, Stop It! (3 minutes)

• Teacher: "Today, we learn another superpower: Visualization or 'See It, Stop It!'"
• Teacher: "Visualization means making pictures or movies in your mind. You can imagine yourself pausing and making a good choice!"
• Teacher: "When you feel an impulse trigger, you can close your eyes briefly and imagine these steps:
  1. See the Trigger: "Imagine what is happening that makes you want to act fast."
  2. See Yourself STOP! "Picture yourself freezing, like a statue."
  3. See Yourself THINK! "Imagine taking a big breath and saying your self-talk words."
  4. See Yourself ACT! "Picture yourself making the best choice."
• Teacher: "Why do you think seeing it in your mind helps?"

Week 4: Imagine Your Pause Activity Sheet

Name: _________________________ Date: _____________

See It, Stop It! Using My Imagination to Pause

Remember, we can make pictures in our minds to help us STOP, THINK, and ACT!

Scenario 1: Super Exciting News!

Your teacher is about to tell the class about a special field trip! You feel a bubbling feeling of excitement, and you want to shout, "YES!" and ask a million questions.

Close your eyes (or look down) for a moment. What do you see when you imagine this situation?

Now, see yourself STOPPING. What does that look like in your mind? (e.g., freezing like a statue, taking a deep breath)

Next, see yourself THINKING. What words is your Inner Pause Power saying? What choices are you thinking about?

Finally, see yourself ACTING. What is the best choice you see yourself making?

Scenario 2: Block Tower Crash!

You are building a tall tower with blocks. Just as you put the last block on, it wobbles and crashes down! You feel frustrated and want to kick the blocks away.

Close your eyes (or look down) for a moment. What do you see when you imagine this situation?

Now, see yourself STOPPING. What does that look like in your mind?

Next, see yourself THINKING. What words is your Inner Pause Power saying? What choices are you thinking about?

Finally, see yourself ACTING. What is the best choice you see yourself making?

Week 4: Memory Match: Stop, Think, Act! Game Instructions

Objective:

To reinforce the connection between impulse triggers and using the "Stop, Think, Act" strategy through visualization and recall.

Materials:

• Index cards or small pieces of paper (4-6 cards for 2-3 pairs)
• Markers or printed images

Preparation:

• Create 2-3 pairs of cards. Each pair will consist of:
  • Card 1 (Trigger Card): A simple picture or short phrase describing a common impulse trigger for a 2nd grader.
    • Examples: "Friend takes your crayon," "Waiting for your turn"
  • Card 2 (Pause Power Card): A picture or phrase representing a visual cue to pause (e.g., a stop sign, a thought bubble, a child taking a deep breath), or a self-talk phrase.
• Shuffle and place all cards face down in a grid.

How to Play (3 minutes):

1. Introduce the Game: "We're playing 'Memory Match: Stop, Think, Act!' Turn over two cards. If they're a match (a trigger and a way to pause), tell me how you would see yourself using your pause power in that situation!"

2. Taking Turns: The student flips two cards. If they match, they keep the pair.

3. Discussion for Matches: When a match is found (e.g.,

Week 5: Body Freeze, Brain Ease! Discussion Guide

Reviewing Visualization (2 minutes)

• Teacher: "Last week, we practiced using our imaginations to 'See It, Stop It!'. Did you try to picture yourself pausing?"
• Teacher: "What did you 'see' in your mind? Did it help you slow down?"

Introducing Body Freeze, Brain Ease! (3 minutes)

• Teacher: "Today, our bodies will help our brains pause! When we feel like rushing, our bodies often feel fast or wiggly. We can teach our bodies to 'freeze' and calm down. It's called Body Freeze, Brain Ease!"
• Teacher: "Why do you think it's helpful to calm our bodies?" (Guide the student to think about feeling more in control, thinking clearly).
• Teacher: "Let's try one or two 'calm body moves' to help us:
  • Balloon Breath: "Breathe in slowly through your nose, tummy gets big. Breathe out slowly through your mouth, tummy gets small." (Practice once).
  • Turtle Shell: "Pull your shoulders up to your ears, hold, then let them drop." (Practice once)."

Week 5: My Calm Body Moves Activity Sheet

Name: _________________________ Date: _____________

Body Freeze, Brain Ease! Using My Body to Pause

Remember, when our bodies feel calm, it helps our brains STOP, THINK, and ACT.

Calm Body Move 1: Balloon Breath

• How to do it: Put one hand on your tummy. Breathe in slowly through your nose, making your tummy get big like a balloon. Hold for a count of 2. Breathe out slowly through your mouth, making your tummy get small. Repeat 2 times.

• When can this help me pause? (Circle or write your own idea)

  • When I feel super excited
  • When I feel frustrated
  • Other: ____________________________

Calm Body Move 2: Turtle Shell

• How to do it: Pull your shoulders up to your ears, like a turtle hiding in its shell. Squeeze tight for a count of 3. Then, let your shoulders drop all the way down and feel how loose they are.

• When can this help me pause? (Circle or write your own idea)

  • When my body feels tense or tight
  • When I feel angry
  • Other: ____________________________

My Favorite Calm Body Move:

• Which move do you think will help you the most this week to pause?

  
  
  
  

• When will you try to use it?

  
  
  
  

Week 5: Freeze & Feel Game Instructions

Objective:

To practice quickly stopping physical impulses and immediately using a calming body move.

Materials:

• Music player (optional, can just use verbal cues)
• Enough space for the student to move safely.

How to Play (3 minutes):

1. Introduce the Game: "We're playing 'Freeze & Feel!' When the music is playing, you can move. When it stops (or I say 'Freeze!'), you need to FREEZE your body right away! Then, quickly pick one of our 'calm body moves' to help your body feel calm and ready to think."

2. Music On, Movement On! Start music (or say "Move!"). Encourage the student to move freely.

3. Music Off, FREEZE! Stop music suddenly (or say "Freeze!"). The student must immediately freeze.

4. Feel & Choose: As soon as they freeze, prompt: "Quick! Which calm body move will you use?" The student chooses and practices one learned move (e.g., Balloon Breath, Turtle Shell).

5. Reinforce: Praise their quick freeze and calming move.

6. Repeat: Continue for 3-4 quick rounds, focusing on rapid responses.

Adapting for Individual Play:

• Verbal Cues: Use verbal cues: "Move!" and "Freeze!"
• Focus on Quickness: Emphasize fast freezing and quick choice of a calming move to fit the short timeframe.

Week 6: Think Before You Leap! Discussion Guide

Reviewing Calm Body Moves (2 minutes)

• Teacher: "Last week, we practiced using our bodies to help us pause. What was one calm body move you tried this week? Did it help?"

Focusing on the "THINK" Step: Choices & Consequences (3 minutes)

• Teacher: "We know our superpower is Pause Before You Pounce! After we STOP, what's the next super important step?" (Guide the student to say "THINK").
• Teacher: "Today, we become super thinkers. When we THINK, we slow down our brains and consider our choices and what might happen (consequences) because of those choices."
• Teacher: "Why do you think it's important to think about our choices and what might happen before we act?" (Guide the student to consider avoiding mistakes, being kind, getting what they want).
• Teacher: "Every choice has consequences. Good choices often have good consequences. Tricky choices might have tricky consequences. For example, if I choose to share, a good consequence is my friend is happy! If I choose to grab, a tricky consequence is my friend gets sad."

Week 6: Choices & Consequences Activity Sheet

Name: _________________________ Date: _____________

Think Before You Leap! Choices & Consequences

Remember, when we THINK, we think about our choices and what might happen!

Scenario 1: Wanting a Turn!

You are playing a board game with a partner. It's your partner's turn, but they are taking a long time. You really want to roll the dice, and you feel like grabbing them.

STOP! (Take a breath, say "Pause" in your head)

THINK! What are two different choices you could make?

1. 
   
   
   
   What might happen if you choose this?
   
   
   

2. 
   
   
   
   What might happen if you choose this?
   
   
   

ACT! Which choice do you think is the best one to make right now?

Scenario 2: Spill Accident!

You are walking with your juice, and you accidentally bump into someone, and a little bit of juice spills on their paper. Your first thought is to quickly walk away.

STOP! (Take a breath, say "Pause" in your head)

THINK! What are two different choices you could make?

ACT! Which choice do you think is the best one to make right now?

Week 6: Consequence Connect Game Instructions

Objective:

To practice connecting choices to their potential consequences, strengthening the "THINK" step of the "Stop, Think, Act" strategy.

Materials:

• Index cards or small pieces of paper (4-6 cards for 2-3 pairs)
• Markers

Preparation:

• Create 2-3 pairs of cards. Each pair will consist of:
  • Choice Card: A simple action (e.g., "Shouting out an answer," "Grabbing a toy").
  • Consequence Card: A likely outcome (e.g., "Teacher reminds you to raise hand," "Friend gets upset").
• Shuffle each set of cards separately.

How to Play (3 minutes):

1. Introduce the Game: "We're playing 'Consequence Connect!' We'll match choices to what might happen. This helps our 'THINK' power!"

2. Lay out Cards: Place 2-3 Choice Cards face up in one row. Place 2-3 Consequence Cards face up in another row.

3. Student's Turn: Ask the student to pick one Choice Card.

4. Connect: "Here's a choice: [Read the Choice Card]. Which consequence do you think is most likely to happen if someone makes this choice?"

5. Discussion: Briefly ask: "Why do those go together? Is it a good or tricky consequence?"

6. Continue: Play through all cards quickly, focusing on connecting and discussing 2-3 pairs.

Adapting for Individual Play:

• Focus on clear and concise connections.
• Have the student verbally state a choice and a likely consequence without using physical cards for even quicker rounds.

Week 7: Act With Intention! Discussion Guide

Reviewing Choices and Consequences (2 minutes)

• Teacher: "Last week, we thought about our choices and what might happen next. Did you use your Think Before You Leap! power? What did you think about?"

Focusing on the "ACT" Step: Choosing the Best Act (3 minutes)

• Teacher: "We've mastered STOP and THINKING. Now, what's the very last step in our Pause Before You Pounce! superpower?" (Guide the student to say "ACT").
• Teacher: "That's right! Today, we're talking about ACTING with intention. This means after we've stopped and thought, we choose the best choice and then we do it."
• Teacher: "The 'best act' is safe, kind, and helpful. It's not just the fastest act. Why is it important to choose the best act?" (Guide the student to think about positive outcomes, solving problems).
• Teacher: "For example, if you're frustrated with a game, throwing the board is an impulsive act. Taking a deep breath and asking for help is a thoughtful, 'best' act. What do you think would be a 'best act' if you want to shout out an answer?" (Raising a quiet hand).

Week 7: My Best Act Activity Sheet

Name: _________________________ Date: _____________

Act With Intention! Choosing My Best Act

Remember, after we STOP and THINK, we choose the best action and do it!

Scenario 1: A Friend Needs Help!

You see a friend struggling to open a tricky snack package. You really want to just grab it and open it for them quickly.

STOP! (Take a breath, say "Pause" in your head)

THINK! What are two different choices you could make?

ACT! Which choice is the best act? (Circle it or write it down)

How will you DO that best act? (What will you say or do?)

Scenario 2: Tricky Art Project!

You are coloring a picture, and you accidentally color outside the lines. You feel frustrated and want to tear up your paper.

STOP! (Take a breath, say "Pause" in your head)

THINK! What are two different choices you could make?

ACT! Which choice is the best act? (Circle it or write it down)

How will you DO that best act? (What will you say or do?)

Week 7: Action Sequence Game Instructions

Objective:

To rapidly practice the entire "Stop, Think, Act" sequence, including physically performing the chosen thoughtful action.

Materials:

• Scenario cards (3-5 index cards with short descriptions of impulse-triggering situations)

Preparation:

• Create 3-5 simple scenario cards.
  • Examples:
    • "Your friend builds a tall tower, and you want to knock it down."
    • "The teacher asks a question you know, and you feel like shouting out."
    • "Someone accidentally bumps your arm, and your pencil drops."

How to Play (3 minutes):

1. Introduce the Game: "We're playing 'Action Sequence!' We'll practice our entire Pause Before You Pounce superpower: Stop, Think, and Act, all in a quick flow!"

2. Review the Steps: Quickly review the 3 steps, emphasizing the actions involved:

   • STOP! (Freeze your body, take a quick breath).
   • THINK! (Use self-talk, think of choices).
   • ACT! (Choose the best action and quickly show me what you would do).

3. Student's Turn: Present one scenario card to the student.

4. Go Through the Sequence (Quickly): Guide the student through the three steps:

   • Teacher: "Okay, scenario: [Read scenario card]. What's the first thing you do?"
   • Student: "STOP!" (Student freezes, takes a breath).
   • Teacher: "Great! Now, what do you THINK?"
   • Student: (Student verbalizes a self-talk phrase, or a quick choice they would consider).
   • Teacher: "Excellent! Now, what's your BEST ACT? Show me!"
   • Student: (Student quickly performs a mini-action, e.g., silently raising a hand, taking a deep breath, miming asking for help).

5. Reinforce: Provide positive feedback for completing the sequence. "Fantastic job!"

6. Continue: Play through 2-3 scenario cards, encouraging quick and thoughtful application.

Week 8: Play It Fair, Pause and Share! Discussion Guide

Reviewing Our Best Acts (2 minutes)

• Teacher: "Last week, we chose our best act – safe, kind, helpful actions. Did you make a thoughtful choice this week? What happened?"

Introducing "Pause and Think!" in Social Situations (3 minutes)

• Teacher: "Today, we see how Pause Before You Pounce! helps us with friends! When we're excited or mad with friends, we might want to act fast."
• Teacher: "But pausing helps us play fair, share, and make sure everyone feels good. Why is it extra important to pause with friends?" (Guide the student to think about others' feelings, not hurting friendships).
• Teacher: "Sometimes, tricky friend moments are impulse triggers, like both wanting the same toy, someone taking your turn, or feeling left out. What's your impulse then? How could pausing help?"

Week 8: Social Detective Activity Sheet

Name: _________________________ Date: _____________

Play It Fair, Pause and Share! Being a Social Detective

Remember, our superpower helps us in social situations! Let's use STOP, THINK, ACT to be great friends.

Social Scenario 1: Sharing is Caring?

You and your friend both want to play with the same super cool toy. Your first thought is to quickly grab it and say, "Mine!"

STOP! What is your body feeling right now? (e.g., fast, tense, excited)

THINK! What are two different choices you could make?

How might your friend feel if you make choice #1 (grab it)?

ACT! What is the best act for this situation? (Something safe, kind, and helpful for everyone)

Social Scenario 2: Oh No, My Turn!

You are playing a game with two other friends. It was supposed to be your turn next, but one friend got really excited and took their turn again by mistake! You feel annoyed and want to shout, "Hey, that was my turn!"

STOP! What self-talk could you use to pause?

THINK! What are two different choices you could make?

How might your friend feel if you shout at them?

ACT! What is the best act for this situation?

Week 8: Social Solutions Board Game Instructions

Objective:

To practice applying the "Stop, Think, Act" strategy in social scenarios.

Materials:

• Game Board: A simple path (can be drawn on paper) with 5-7 spaces. Label "Start" and "Finish."
• Game Piece: One small item for the student.
• Scenario Cards (approx. 3-5): Index cards with short social impulse triggers.
  • Examples:
    • "Your friend builds a tall tower, and you want to knock it down."
    • "Someone accidentally bumps your arm, and your pencil drops."
    • "You really want to play with a toy someone else has."

How to Play (3 minutes):

1. Introduce the Game: "We're playing 'Social Solutions!' We'll use our 'Pause and Think!' superpower to solve tricky friend situations as we move."

2. Set Up: Place the game board and game piece on "Start." Shuffle Scenario Cards.

3. Student's Turn: Draw a Scenario Card and read it aloud.

4. Stop, Think, Act!: Guide the student through the steps:

   • STOP! "What's your immediate impulse? How does your body feel?"
   • THINK! "What are your choices? How might your friend feel?"
   • ACT! "What's the best act here? What could you say or do?"

5. Move: After describing their "best act," move their game piece forward one space.

6. Goal: Continue playing through the cards and moving the piece. The focus is on practicing the skill, not winning.

Adapting for Individual Play:

• Focus on quick, concise responses for each step.
• Encourage brief role-playing of the "best act" to build confidence.

Week 9: Learn Smart, Pause to Start! Discussion Guide

Reviewing Social Pause Power (2 minutes)

• Teacher: "Last week, we thought about how our Pause Before You Pounce! superpower helps us with friends. Did you use it in a social situation this week? What happened?"

Introducing "Pause and Think!" for School Work (3 minutes)

• Teacher: "Our superpower is also super helpful for school work! Sometimes, in class, our brains or hands want to rush. What happens if we rush our school work?" (Guide the student to think about mistakes, not understanding).
• Teacher: "That's why we need to Learn Smart, Pause to Start! This means before we dive into a worksheet, or answer a question, we take a moment to use our Stop, Think, Act superpower."
• Teacher: "Why do you think pausing before school work helps us learn smart?" (Guide the student to think about getting things right, understanding better, fewer mistakes).
• Teacher: "Think about these: getting a new math worksheet, knowing an answer and wanting to shout it out, or a hard writing task. What's your impulse then? How can pausing help?"

Week 9: My Smart Start Activity Sheet

Name: _________________________ Date: _____________

Learn Smart, Pause to Start! My Super School Power

Remember, using STOP, THINK, ACT helps us do our best work in school!

School Scenario 1: New Math Sheet!

Your teacher hands you a brand new math worksheet. You see addition problems you know how to do, and you feel like starting to solve them all right away, without reading the top.

STOP! What could your Inner Pause Power (Self-Talk) say to you?

THINK! What are two thoughtful choices before you start solving?

ACT! What is the best act for starting your math worksheet?

School Scenario 2: Reading Time!

It's time for independent reading. You pick a book you're excited about, and you want to read it super fast to find out what happens at the end.

STOP! What calm body move could you use to help you pause and get ready to read?

THINK! What are two thoughtful choices for how to start reading?

ACT! What is the best act for starting your reading?

Week 9: Task Tamer Game Instructions

Objective:

To practice using the "Pause and Think!" strategy (specifically the "STOP" and "THINK" steps) before engaging with academic tasks, reducing impulsive errors.

Materials:

• Small academic task cards (3-5 index cards with very short, simple tasks or questions)
  • Examples:
    • "What is 5 + 3?"
    • "Write one word that rhymes with 'cat'."
    • "Circle the capital letters: Apple book Door"
• Two small containers or labeled areas: "Smart Start" and "Rushed Finish."

How to Play (3 minutes):

1. Introduce the Game: "We're playing 'Task Tamer'! This helps us have a 'Smart Start' to our school work. We'll use our Pause and Think power before we try to solve a task."

2. Review Smart Start: Remind the student what a 'Smart Start' looks like (e.g., reading directions, saying "Slow down," taking a breath).

3. Present Task Cards: Shuffle 3-5 task cards and place them face down. Pick one card and read the task aloud.

4. The 'Smart Start' Rule: "Before you answer or do the task, you must show me your 'Smart Start!'"

5. Student's Turn:

   • Student's 'Smart Start': The student must demonstrate a pausing strategy before giving the answer or starting the action (e.g., taking a deep breath, pointing to imaginary directions, saying "I need to think").
   • Teacher: "Great Smart Start! Now, what's your answer/action?"
   • The student then attempts the task.

6. Reinforce: Provide positive feedback for both the 'Smart Start' and their attempt at the task.

7. Continue: Play through 2-3 task cards, focusing on the consistent application of the 'Smart Start' rule.

Adapting for Individual Play:

• Focus on quick, visible demonstrations of the pausing strategy.
• If the student struggles, provide a specific 'Smart Start' suggestion for them to practice (e.g., "Try taking a deep breath before you answer this one.").

Week 10: Mistakes Are Magic! Discussion Guide

Reviewing Smart Starts (2 minutes)

• Teacher: "Last week, we talked about having a Smart Start to our school work. Did you remember to Pause to Start! this week? What happened?"

Introducing "Mistakes Are Magic!" (3 minutes)

• Teacher: "Everyone makes mistakes! And guess what? Mistakes are magic because they teach us things and help our brains grow!"
• Teacher: "Sometimes, when we make a mistake, we might feel frustrated or want to give up. Have you ever felt that way?"
• Teacher: "Instead of getting upset, we can use our Pause and Think! superpower to learn from mistakes and fix them. Why is it helpful to see mistakes as magic learning opportunities?" (Guide the student to think about trying again, not giving up, getting better).
• Teacher: "Think about learning to ride a bike – falls were mistakes that helped you balance better! When you make a mistake, what is your first impulse? (e.g., tear the paper, say I can't do it). How can we pause that impulse?"

Week 10: My Fix-It Plan Activity Sheet

Name: _________________________ Date: _____________

Mistakes Are Magic! Using STOP, THINK, ACT to Fix It

Remember, mistakes help us learn! Let's use our superpower to fix them.

Mistake Scenario 1: Math Mix-Up!

You are working on a math problem, and you get the answer wrong. You feel frustrated and want to crumple up your paper.

STOP! What calm body move or self-talk can you use to pause your frustration?

THINK! What are two different choices you could make to fix this mistake?

ACT! What is the best act for fixing your math mistake?

Mistake Scenario 2: Drawing Oops!

You are drawing a picture for art class, and you accidentally draw a line in the wrong place. You feel annoyed and want to quickly scribble all over your drawing.

STOP! What visualization could help you pause your annoyance?

THINK! What are two different choices you could make to fix or improve your drawing?

ACT! What is the best act for handling your drawing oops?

Week 10: Fix-It-Up Game Instructions

Objective:

To practice applying the "Stop, Think, Act" strategy when encountering mistakes, focusing on managing frustration and identifying constructive solutions.

Materials:

• "Mistake Cards" (3-5 index cards with simple academic tasks or drawings that contain obvious, pre-made errors)
  • Examples:
    • Math: A simple addition problem with the wrong answer (e.g., 2 + 3 = 8).
    • Writing: A sentence with a missing capital letter or period (e.g., "the dog ran.").
    • Drawing: A simple incomplete drawing or one with an obvious error.

How to Play (3 minutes):

1. Introduce the Game: "We're playing 'Fix-It-Up!' I'll show you something with a mistake. Your job is to use your Pause and Think power to fix it!"

2. Present Mistake Cards: Show one "Mistake Card" to the student.

3. Student's Turn (Stop, Think, Act to Fix It!):

   • STOP! "What's your immediate feeling seeing this mistake? What can you do to pause that feeling?" (Student uses a calm body move or self-talk).
   • THINK! "What's wrong here? How could you fix it?"
   • ACT! "Show me or tell me how you would fix it!" (Student demonstrates or describes the fix).

4. Reinforce: Praise their ability to manage frustration and find a solution. "Great job pausing and thinking to fix that!"

5. Continue: Play through 2-3 mistake cards, focusing on quick identification, emotional regulation, and problem-solving.

Adapting for Individual Play:

• Focus on clear and concise responses for each step.
• Encourage the student to verbalize their thinking process as they identify and fix mistakes.

Week 11: My Pause Power Everywhere! Discussion Guide

Reviewing Mistakes as Magic (2 minutes)

• Teacher: "Last week, we talked about how mistakes are magic because they help us learn! Did you make any mistakes this week, and how did you Stop, Think, Act to handle them?"

Introducing Generalization: Pause Power Everywhere! (3 minutes)

• Teacher: "We've learned so many ways to use our Pause Before You Pounce! superpower. Today, we're thinking about how you can use this superpower everywhere you go – in class, at home, on the playground! It's a superpower for your whole life."
• Teacher: "Why is it important to use your pause power in lots of different places?" (Guide the student to think about always being ready, new things happening, being in charge of their choices).
• Teacher: "Even in new or unexpected situations, like a fire drill or a substitute teacher, our Pause Power still works! How could you use Stop, Think, Act if a new game starts at recess?" (e.g., Stop, watch; Think, what are the rules?; Act, ask Can I play?).

Week 11: Unexpected Situations Activity Sheet

Name: _________________________ Date: _____________

My Pause Power Everywhere! Unexpected Situations

Our superpower helps us in new and surprising situations too! Let's use STOP, THINK, ACT.

Unexpected Situation 1: Fire Drill!

The fire alarm suddenly blares loudly in your classroom! Your first thought is to run quickly out the door with your hands over your ears.

STOP! What calm body move could you use right away?

THINK! What are two thoughtful choices for what to do during a fire drill?

ACT! What is the best act for a fire drill?

Unexpected Situation 2: Substitute Teacher!

You come to school, and there is a substitute teacher you have never met before. You feel excited to have someone new, and you feel like talking loudly with your friends.

STOP! What self-talk could you use to pause your excitement?

THINK! What are two thoughtful choices for how to act with a substitute teacher?

ACT! What is the best act for having a substitute teacher?

Week 11: Situation Sort Game Instructions

Objective:

To enhance independent application of the "Stop, Think, Act" strategy by identifying when pausing is needed in various situations.

Materials:

• Situation Cards (3-5 cards): Index cards with short descriptions of various situations. Some should clearly require inhibitory control (impulse triggers), and some should be neutral.
  • Examples for "Need to Pause":
    • "Your classmate is building with blocks, and you want to add a piece without asking."
    • "The fire alarm rings suddenly."
    • "You get a bad grade on a test and feel like tearing it up."
  • Examples for "No Pause Needed":
    • "It's time for lunch."
    • "Your teacher asks you to read a book."
• Two labeled areas or containers: "Need to Pause" and "No Pause Needed."

How to Play (3 minutes):

1. Introduce the Game: "We're playing 'Situation Sort'! I'll show you a card. Decide if you need to use your 'Pause and Think!' superpower, or not. Then, sort the card."

2. Review Pause Power: Briefly remind the student what 'Pausing and Thinking' involves.

3. Present Situation Cards: Show one card at a time.

4. Student Decision & Sort:

   • Ask: "Do you need to 'Pause and Think!' here?"
   • The student places the card in either "Need to Pause" or "No Pause Needed."

5. Discussion (for "Need to Pause" cards): If sorted into "Need to Pause": "Why would you need to pause? What's your quick 'Stop, Think, Act' plan?"

6. Continue: Play through 3-5 cards quickly.

Adapting for Individual Play:

• Focus on quick identification and verbalization of the 'Stop, Think, Act' plan.
• Provide direct prompts if the student struggles to identify the need to pause.

Week 12: My Ultimate Pause Power! Discussion Guide

Reflecting on Our Pause Power Journey (2 minutes)

• Teacher: "Wow! We've learned so many ways to Pause and Think! What's one big thing you've learned about your pause power? What are you most proud of?"

Celebrating Our Super Skills! (3 minutes)

• Teacher: "You are a Pause Power Hero! You've learned incredible skills: spotting triggers, self-talk, calm body moves, visualizing, thinking about choices and consequences, and choosing the best act!"
• Teacher: "Today is about celebrating and making your own Pause Power Plan! This plan will remind you of your favorite strategies to STOP, THINK, and ACT. Why is it important to keep practicing these skills?" (Guide the student to think about continuous improvement, new challenges).

Week 12: My Ultimate Pause Power! Plan

Name: _________________________ Date: _____________

I Am a Pause Power Hero!

I have learned to use my STOP, THINK, ACT superpower to make great choices!

My Top Impulse Triggers:

What are 1-2 situations or feelings that most often make you want to act quickly without thinking?

My Favorite Ways to STOP!

(What helps you freeze your body and calm your mind? Draw or write!)

• My STOP Strategy: (e.g., self-talk, calm body move, visualization)
  
  
  
  

My Favorite Ways to THINK!

(What helps you think about your choices and what might happen? Draw or write!)

• My THINK Strategy: (e.g., considering choices, thinking consequences, how others feel)
  
  
  
  

My Favorite Ways to ACT!

(What are your best acts? How do you make safe, kind, and helpful choices? Draw or write!)

• My ACT Strategy: (e.g., asking for help, sharing, fixing mistakes)
  
  
  
  

My Pause Power Promise:

I promise to keep practicing my STOP, THINK, ACT superpower every day! I will use it to make thoughtful choices.

Signature: _________________________ Date: _____________

Week 12: Pause Power Challenge Game Instructions

Objective:

To provide a comprehensive review and celebratory assessment of the student's ability to independently apply the full "Stop, Think, Act" strategy across diverse scenarios.

Materials:

• Scenario Cards (3-5 cards): A mix of various impulse-triggering scenarios from previous weeks, covering social, academic, and unexpected situations.
  • Examples:
    • "Someone takes your ball at recess."
    • "You get a challenging math problem on your paper."
    • "The fire alarm rings suddenly."
    • "You want to blurt out the answer the teacher just asked."

How to Play (3 minutes):

1. Introduce the Game: "We're playing 'Pause Power Challenge!' I'll give you a tricky situation. Quickly tell me your FULL 'Stop, Think, Act' plan! Show me your ultimate pause power!"
2. Present Scenario Cards: Show one scenario card to the student.
3. Student's Turn (Full Stop, Think, Act Plan):
   • Teacher: "Here's your challenge: [Read scenario card]. What's your STOP, THINK, ACT plan?"
   • Student: The student quickly verbalizes or demonstrates their plan, integrating learned strategies (e.g., "STOP - deep breath, say 'Calm down'. THINK - What are my choices? I could grab it back or ask for it. ACT - I'll ask nicely for my turn.").
4. Reinforce: Provide enthusiastic positive feedback for their comprehensive response. "Amazing! You put all your pause powers together!"
5. Continue: Play through 2-3 scenario cards, focusing on quick, well-articulated plans. The goal is to celebrate their mastery.

Adapting for Individual Play:

• Encourage the student to be quick and confident in their responses.
• If they need a cue, gently prompt: "What's your STOP first? Then what do you THINK? What will be your ACT?"
• Focus on celebrating their progress and ability to use all the skills.