Coach’s Conversation Guide

This script provides exact wording, prompts, and follow-ups for each stage of the lesson. Use empathetic tone and give the student space to think.

1. Anticipatory Set (5 minutes)

Teacher: “Hi, [Student Name]! Today we’re going to be Behavior Detectives. We’re on a mission to discover what makes our big feelings start. Does that sound fun?”


If student hesitates: “That’s okay! Detectives sometimes need a moment to think. Take your time.”


Teacher: “Can you tell me about a time in class when you felt upset or really frustrated?”



Wait for student response.


Teacher: “Great. I’m going to give you My Behavior Reflection Sheet. Just jot down a few words about that moment—for example, what happened and how you felt. Don’t worry about details; we’ll talk more in a minute.”



Hand the sheet and pause while student writes.

2. Guided Practice (15 minutes)

Teacher: “Now let’s look at the first slide from Spot the Trigger Slides.”

Advance to slide “What Is a Trigger?”


Teacher: “A trigger is anything that flips on strong feelings inside us. You see here some examples: loud noises, changes in plans, teasing, or feeling rushed. Which one of these sounds like something you’ve experienced?”

Follow-up if needed:

• “Maybe you remember the fire alarm going off in class?”
• “Or perhaps a surprise change in the schedule?”

Let student choose an example.


Teacher: “Perfect. Let’s add that example to the top of our Trigger Mapping Exercise.”

Mapping

1. Teacher: “First column: Trigger. What was the trigger you just described?”
   
   
   Student answers: “The fire alarm,” etc.
   
   
2. Teacher: “Second column: Emotion. How did that make you feel? Scared, annoyed, angry?”
   
   
   If student is unsure: “Close your eyes for a moment and think about your body. Did your heart pound? Did you feel hot?”
   
   
3. Teacher: “Third column: Behavior. What did you do when you felt that way? For example, did you cover your ears, start crying, or leave your seat?”
   
   
4. Teacher: “Last column: Function. Why did you do it? In other words, what did you hope would happen? Some people try to escape the situation, some want someone to help them, and some want attention.”
   
   
   Teacher: “So if you ran out of the room, that would be to escape the loud sound. If you covered your ears to get help to turn it off, that might be for attention or help.”
   
   

Together fill in the first two rows of the mapping chart.

3. Independent Work (15 minutes)

Teacher: “Fantastic job. Now I’d like you to finish the remaining rows on the Trigger Mapping Exercise. Pick two more times you felt upset or frustrated in class—even small ones count. Use the same four columns: trigger, emotion, behavior, function.”


If student pauses:

• “Think back to yesterday—was there a moment you felt annoyed?”
• “Remember when we had that surprise homework?”

Circulate close by. Offer quick prompts: “What happened next?” “How did your body feel?” “Why do you think you did that?”


Teacher: “When you’re done, return to your My Behavior Reflection Sheet and answer these reflection questions:

1. What pattern do you notice in your triggers?
2. What feelings come up most often?
3. Is there a function you see repeating?”
   
   

4. Closure (5 minutes)

Teacher: “Let’s look at your mapping chart one more time. You did great detective work!”


Teacher: “Tell me: when that trigger happens again, what new strategy could you try instead of your old response?”



Student responds.


Teacher: “I love that idea. Remember, noticing the trigger is the first step. You’re a fantastic detective, and with practice, you’ll feel more in control of your feelings. Great job!”

Trigger Mapping Exercise

Directions: Use the chart below to map your triggers, emotions, behaviors, and functions. First row is filled as an example. Then complete the remaining rows with situations you've experienced.

Next Steps: After filling in the chart, answer these questions on your My Behavior Reflection Sheet:

1. What pattern do you notice in your triggers?
2. What feelings come up most often?
3. Is there a function you see repeating?

My Behavior Reflection Sheet

Name: ____________________________ Date: _______________

1. Think of a time in class when you felt upset or frustrated.

• What happened?

• How did you feel in your body? (e.g., heart racing, tight chest)

2. Draw or sketch a picture of how you felt in that moment (optional):

Reflection Questions (after completing your Trigger Mapping Exercise)

1. What pattern do you notice in your triggers?

1. What feelings come up most often?

1. Is there a function (escape, attention, etc.) you see repeating?