Empower a 7th grade student with ADHD to apply the Stop-Think-Act strategy for impulse control by identifying triggers, practicing self-monitoring, and creating a personalized pause plan.
Impulse control is critical for academic engagement and positive social interactions. Teaching the Stop-Think-Act strategy helps students with ADHD develop self-regulation skills, reduce impulsive behaviors, and build confidence in managing responses in challenging situations.
7th Grade Student with ADHD
90 minutes
Guided practice through targeted activities.
15 minutes
10 minutes
20 minutes
30 minutes
20 minutes
10 minutes
Impulse Control Strategy Session
7th Grade | 90 Minutes
Welcome the student, introduce yourself, and set a positive tone. Explain that today’s session will teach a simple strategy to manage impulses in school and daily life.
• Understand impulse control and why it matters
• Learn the Stop-Think-Act steps
• Identify your personal triggers
• Practice self-monitoring
• Create a personalized pause plan
• Set goals for using the strategy
Review each objective and ask the student which one they’re most interested in. Encourage them to share personal challenges with impulsivity.
Impulse control is the ability to pause before reacting.
It helps us make thoughtful choices and avoid hasty decisions.
Define impulse control in your own words. Ask for examples of times the student acted without thinking and discuss the outcome.
Show the Stop-Think-Act Strategy Card. Model each step with a scenario (e.g., feeling upset when teased).
Using the Impulse Trigger Identification Worksheet, list at least 3 situations or emotions that lead you to act impulsively:
1.
2.
3.
Hand out the Impulse Trigger Identification Worksheet. Guide the student to list three specific triggers.
Use the Self-Monitoring Chart to record:
• The trigger
• Your Stop-Think-Act choice
• Outcome and reflections
Explain how to record triggers, chosen responses, and reflections on the Self-Monitoring Chart. Fill one row together using a sample scenario.
Scenario 1: A friend borrows your pen without asking.
Scenario 2: You get a low grade on homework.
Scenario 3: Classmate makes a distracting noise.
For each: STOP → THINK → ACT
Read each scenario aloud. Have the student pause and talk through Stop-Think-Act. Debrief what went well and what could improve.
Using the Pause Plan Template:
Introduce the Pause Plan Template. Help the student fill in steps and include calming strategies like deep breathing or counting.
Reflect on today’s practice:
• What worked well?
• What was challenging?
Set 1–2 goals for the week:
• e.g., Use Stop-Think-Act before speaking out in class
Ask the student to share what felt easy and what was challenging. Help them choose realistic, specific goals (e.g., use Stop-Think-Act once per day).
• Keep your Strategy Card & Pause Plan accessible
• Practice daily in real situations
• Schedule a brief follow-up session
Any questions?
Summarize the key strategy steps and remind the student to keep materials handy. Confirm the follow-up time and invite any final questions.
🚫 STOP
💭 THINK
✅ ACT
Keep this card handy as a quick reminder:
STOP → THINK → ACT
every time you feel the urge to act on impulse. Practice daily to strengthen your self-control skills!
List 3 situations or feelings that make you want to react without thinking:
For each trigger above, describe how you typically respond:
What usually happens after this reaction? Think about how it affects you and others:
What physical sensations or thoughts tell you an impulsive reaction is coming? List as many as you can:
Choose one trigger and write a Stop-Think-Act plan using your Stop-Think-Act Strategy Card:
Tip: Keep this worksheet handy and review it when you notice your warning signs.
Use this chart to log your practice of the Stop-Think-Act strategy. For each situation, record when it happened, what the trigger was, how you paused and thought, which action you chose, and how it turned out.
| Entry # | Date/Time | Trigger | STOP (What I Did) | THINK (What I Thought) | ACT (What I Chose) | Outcome & Reflection |
|---|---|---|---|---|---|---|
| 1 | ||||||
| 2 | ||||||
| 3 | ||||||
| 4 |
Tip: Keep your Stop-Think-Act Strategy Card nearby to guide each step as you fill out this chart.
Describe the situation, feeling, or person that most often leads to impulsive reactions:
What brief action will you take when you notice this trigger?
(e.g., pause, take 3 deep breaths, count to three)
What questions will you ask yourself to consider your options?
(e.g., “What happened?”, “What are my choices?”, “What could happen?”)
List two or three possible responses you can choose from:
List at least three strategies to help you stay calm during this process:
Where will you keep this plan so you can use it?
How will you remind yourself to use Stop-Think-Act when you feel the trigger?
Tip: Review and practice this plan daily. Update it as you discover what works best!
Use this script during your 90-minute individual session. Speak clearly, pause for student responses, and encourage reflection.
[Display Slide 1: “Stop, Think, Act”]
Teacher: “Hi there! I’m glad we have this time together. Today, we’re going to learn a simple three-step strategy called Stop-Think-Act that helps you pause before you respond to tough situations. By the end of our session, you’ll know how to use it whenever you feel a strong urge to act.”
Teacher: “First, let’s look at our goals.”
[Advance to Slide 2: “Session Objectives”]
Teacher: “Our objectives are to:
• Understand impulse control and why it matters
• Learn the Stop-Think-Act steps
• Identify your personal triggers
• Practice self-monitoring
• Create a personalized pause plan
• Set goals for using the strategy”
Teacher: “Which of these sounds most useful to you?
Pause and wait for student.
“Great—let’s dive in.”
[Advance to Slide 3: “What Is Impulse Control?”]
Teacher: “Impulse control means pausing before you react so you can make a thoughtful choice. Can you tell me about a time you reacted without thinking? What happened?”
Listen and validate.
“Thanks for sharing. That’s exactly the kind of moment we’ll learn to manage.”
[Advance to Slide 4: “Introducing Stop-Think-Act”]
Teacher: “Meet the Stop-Think-Act Strategy Card.”
[Hand student the material: Stop-Think-Act Strategy Card]
Teacher: “Here’s how it works:
Teacher: “Let me model it for you. Imagine your classmate teases you in class.”
Teacher: “Do you see how each step slows things down? Any questions before we practice?”
[Advance to Slide 5: “Identify Your Triggers”]
Teacher: “Next, let’s find out what situations make you want to react without thinking.”
[Hand student the Impulse Trigger Identification Worksheet]
Teacher: “On this worksheet, list three situations or feelings that prompt you to act quickly.”
Teacher: “What’s one trigger you notice? For example, maybe you shout when you’re frustrated with homework.”
Pause. If student hesitates: “You can think of times at home, in class, or with friends.”
Teacher: “Great—write that down for Trigger 1. Now, how do you usually react in that moment?”
Wait as student writes. Ask follow-up: “What thoughts go through your head?”
Teacher: “Let’s do two more triggers. Take your time.”
Circulate—offer prompts: “What about when you’re interrupted playing a game?” or “How about when you feel embarrassed?”
Teacher: “Awesome work. You’ve identified three big triggers and how you normally respond.”
[Advance to Slide 6: “Self-Monitoring Practice”]
Teacher: “Now we’ll practice Stop-Think-Act in a few scenarios and log our results.”
[Hand student the Self-Monitoring Chart]
Teacher: “On this chart, we’ll record:
• The trigger or scenario
• What you did to STOP
• What you thought during THINK
• Which action you chose under ACT
• How it turned out and what you noticed”
Scenario 1
Teacher: “A friend borrows your pen without asking and then loses it. Let’s go through Stop-Think-Act.”
Teacher: “First—STOP. What will you do to pause?”
Student responds: e.g., “I’ll take a breath.”
Teacher: “Write that under STOP.”
Teacher: “Next—THINK. What question will you ask yourself?”
Student: “I’ll ask, ‘What happened? Should I remind them kindly?’”
Teacher: “Great—write that under THINK.”
Teacher: “Finally—ACT. What response will you choose?”
Student: “I’ll say, ‘Please be more careful next time, or can I get a new pen?’”
Teacher: “Write that under ACT. Now, how do you think that would go?”
Student reflects. You guide writing the outcome.
Scenario 2
Teacher: “You get a low grade on homework. Ready? STOP?”
Repeat steps and record.
Scenario 3
Teacher: “A classmate makes a distracting noise when you’re working.”
Repeat steps and record.
Teacher: “You did a great job stopping and thinking each time. How did it feel to use this strategy?”
Listen and affirm.
[Advance to Slide 8: “Create Your Pause Plan”]
Teacher: “Now we’ll build a plan just for you.”
[Hand student the Pause Plan Template]
Teacher: “Choose the trigger that’s hardest for you—maybe the one you want to tackle first.”
Student selects and writes.
Teacher: “Under STOP, what short action will you take? (e.g., ‘Take three deep breaths’).”
Student writes.
Teacher: “Under THINK, what questions will remind you to consider your options?”
Prompt: ‘What happened? What could I do?’
Teacher: “Under ACT, list two or three responses you could choose.”
Student writes. You suggest age-appropriate options.
Teacher: “Finally, list three calming techniques—like counting to five, squeezing a stress ball, or picturing a calm place.”
Student writes.
Teacher: “Where will you keep this plan so you remember it? Maybe in your binder or as a note on your desk?”
Student answers.
Teacher: “Excellent. This is your personal roadmap for pausing when you feel triggered.”
[Advance to Slide 9: “Reflection & Goals”]
Teacher: “Let’s think about what went well today.”
Teacher: “What part of Stop-Think-Act felt easiest for you?”
Student responds.
Teacher: “And what felt challenging?”
Student responds.
Teacher: “Based on that, let’s set one or two goals for this week. For example, using Stop-Think-Act before speaking up in class once a day.”
Student states goal(s); you write them down.
[Advance to Slide 10: “Next Steps”]
Teacher: “Remember:
• Keep your Strategy Card and Pause Plan within reach
• Practice daily, even in small moments
• We’ll meet briefly next week to check on your goals”
Teacher: “What day and time works for you for a 10-minute check-in?”
Schedule follow-up.
Teacher: “You’ve done fantastic work today. Any final questions or thoughts?”
Answer and encourage.
Teacher (closing): “Great job! I look forward to hearing how your Stop-Think-Act practice goes this week.”
End of Script
Keep this script and all your materials handy. Practice using Stop-Think-Act every day to build stronger impulse control!
Name: ____________________ Date: ___________
Take a few minutes to reflect on today’s Stop-Think-Act session and set your action steps for the week.
1. In your own words, what are the three steps of Stop-Think-Act?
2. Which personal trigger will you focus on this week?
3. For that trigger, what will you do to STOP when you notice it?
4. What question(s) will you THINK to consider your response options?
5. What action will you ACT on? (List one or two responses.)
6. What is one specific goal you will set for using Stop-Think-Act this week?
(e.g., “I will use Stop-Think-Act once each day when I feel upset.”)
7. Where will you keep your Pause Plan Template and Stop-Think-Act Strategy Card so you remember to use them?
Keep this reflection sheet with your plan. Practice daily and be ready to share your progress at our next check-in!
