Counseling Calendar and Tracker Guide Calm Horizons: ERMHS Counseling Calendar
Adult Transition Individual Counseling Schedule (2026–2027)
IEP Focus: 4 Coping Skills
10 Sessions • 30 Min Bi-Weekly/Monthly
Student:
Caseload Clinician:
Service: ERMHS Indiv. (30 min)
Pacing & Master Session Schedule (Sept 2026 – April 2027)
# Date Session Focus & Core Target Skill IEP / Academic Notes 1 Thu, Sep 10, 2026 Anxiety Baseline & Somatic Mapping: Identifying body cuesProgram Kickoff (09/03) 2 Thu, Sep 24, 2026 Deep Breathing Mastery: Box breathing & 4-7-8 tactile stripsSkill 1 somatic rehearsal 3 Thu, Oct 15, 2026 5-4-3-2-1 Sensory Grounding: Workplace environmental anchors⭐ IEP Progress Due: Oct 20 4 Thu, Nov 12, 2026 Catching ANTs: Identifying automatic negative transition thoughts🦃 T-Giving Break: Nov 23–27 5 Thu, Dec 10, 2026 STOMP Reframing: Cognitive restructuring for workplace anxiety❄️ Winter Break: Dec 21–Jan 8 6 Thu, Jan 14, 2027 Self-Advocacy Voice: Formulating 'I Feel' and 'I Am' statements⭐ IEP Progress Due: Jan 6 7 Thu, Feb 11, 2027 Workplace Break Protocol: Requesting functional sensory pausesJob site roleplays 8 Thu, Mar 04, 2027 Expressive Journaling & Art: Mindful sketch & emotion logsNon-verbal processing 9 Thu, Mar 18, 2027 My 4-Skill Coping Menu: Finalizing personal transition toolkit🌸 Spring Break: Mar 22–Apr 2 10 Thu, Apr 08, 2027 Transition Mastery Defense: Generalization & post-exit plan⭐ IEP Final Due: Apr 13
🦃 Thanksgiving Recess
Nov 23 – Nov 27, 2026
❄️ Winter Recess
Dec 21, 2026 – Jan 8, 2027
🌸 Spring Recess
Mar 22 – Apr 2, 2027
Session Structure: 5m Check-in/SUDS • 15m Skill Modeling & Rehearsal • 7m Vocational Application • 3m Exit Log Calm Horizons Adult Transition Series
ERMHS Multi-Source IEP Data Collection
Aeries & Caseload Documentation Log (Goal Mastery Evaluation)
Goal Target: 4 Coping Skills
IEP Goal Standard: "Student will be able to utilize four coping skills learned in counseling (deep breathing, grounding, journaling, I am/I feel statements, STOMP the ANTS, cognitive restructuring, request a break, art etc.) of his choice to alleviate his symptoms of anxiety, as measured by student input, observations, staff input, and Aeries data."
Quarterly IEP Milestone Reporting Log
IEP Due Date Skills Introduced Student & Staff Data Summary Status Rating Oct 20, 2026 Benchmark 1 • Somatic Mapping • Box / 4-7-8 Breathing • 5-4-3-2-1 Grounding Student Self-Rating: [ ] / 10 anxiety decrease
Job Coach Input: Prompted vs Independent usage
Aeries Log: ERMHS attendance & baseline metrics
| In Progress (1-2) |
| Jan 06, 2027
Student Self-Rating: Ability to reframe workplace worry
Transition Staff: Break request accuracy in class
Aeries Log: Behavior tracking / de-escalation
| Progressing (2-3) |
| Apr 13, 2027
Student Input: 4 Selected Coping Tools defense
Vocational Observation: 80%+ independent use
Aeries Data: Final goal completion status
| Mastered (4/4) |
Weekly Session Data Sheet Template
Session Date: _________
Pre-SUDS: __ / 10
Post-SUDS: __ / 10
Skill Practiced: _________
1. Student Input:
2. Clinician Observation:
3. Staff / Job Site Input:
Aeries SIS ERMHS Service Logging Protocol:
Record exact 30-min duration & attendance code
Log Subjective SUDS (0-10) before/after coping tool
Document prompt level (Independent / Verbal / Model)
Attach vocational staff feedback note to progress entry
Clinician Signature: ___________________________ Date: ________ Calm Horizons Transition ERMHS System
Anxiety Signals Mapping Worksheet Session 1 Clinician Guide • ERMHS Individual
Anxiety Mapping & Body Signals Baseline
30 Min Protocol
Target: Somatic Self-Awareness
Session Objective: Student will identify at least 3 internal somatic anxiety signals (e.g., heart rate, tense shoulders, stomach knots) and rate anxiety on a 1–10 visual SUDS scale during vocational/transition scenarios.
30-Minute Structured Session Protocol
1. Welcome & Baseline Check-In Routine 0:00 – 0:05 (5 min)
Establish predictable rapport. Introduce the 1–10 visual SUDS thermometer. Ask student to rate their current state.
"Welcome to Calm Horizons. Today we are learning how our body acts like an early-warning alarm when stress happens at our transition site or classroom."
2. Psychoeducation: The Somatic Alarm System 0:05 – 0:13 (8 min)
Explain that anxiety is a physical response before it becomes an overwhelming thought. Discuss autistic sensory and workplace overstimulation cues.
• Direct attention to head, chest, stomach, hands, and breathing patterns.
3. Guided Practice: Body Map Completion 0:13 – 0:23 (10 min)
Guide the student through Page 2. Present 2 transition scenarios (e.g., unfamiliar job task, loud breakroom) and have student color or check their somatic cues.
4. Synthesis, Aeries Data Logging & Exit Plan 0:23 – 0:30 (7 min)
Re-rate SUDS thermometer. Confirm student can name their #1 early warning sign before next session on Deep Breathing.
Neurodiversity Accommodation Note: For students with alexithymia (difficulty naming internal body states), provide visual cue cards, concrete choices (e.g., hot vs cold, fast vs slow heart), or allow pointing to the visual silhouette.
Calm Horizons ERMHS Counseling • Session 1 Clinician Protocol Documentation: Log in Aeries under ERMHS 30m
My Anxiety Body Map & Clues
How My Body Tells Me Stress Is Rising
Name:
Date:
Common Body Clues (Check Yours):
Fast or pounding heartbeat Tight shoulders or neck Stomach butterflies or knots Clenched fists or jaw Shallow, fast breathing Sweaty or shaking hands Headache or racing thoughts
My #1 First Alarm Signal:
Color or label where you feel anxiety in your body:
Head
Chest Stomach
Leg
Leg
Use colored pencils or write labels pointing to the body parts.
IEP Progress Monitoring System ERMHS IEP Progress Monitoring System
Adult Transition Coping Skills Data Collection & Methodology
Goal Standard: 4 Skills
Triangulated 4-Pillar Model
Target IEP Goal: "Student will be able to utilize four coping skills learned in counseling (deep breathing, grounding, journaling, I am/I feel statements, STOMP the ANTS, cognitive restructuring, request a break, art etc.) of his choice to alleviate his symptoms of anxiety, as measured by student input, observations, staff input, and Aeries data."
How Progress Is Monitored: The 4 Data Streams
1 Student Input
• Pre/Post SUDS (0–10 Scale): Logged at beginning/end of each 30-min session.Self-Monitoring Log: Student self-records skill usage and perceived symptom relief weekly on Page 3.
2 Direct Clinical Observations
• Skill Simulation Probes: Clinician rates student execution of chosen coping skills during workplace roleplays.Somatic Behavioral Coding: Latency to regulate during task-switching or overstimulation.
3 Staff & Job Coach Input
• Weekly Worksite Observation (Page 2): Transition staff track independent vs prompted use of break cards, breathing, and 'I Feel' scripts at community job sites.
4 Aeries SIS Documentation
• Service Tracking: Exact 30-minute ERMHS sessions logged per IEP frequency.Milestone Reporting: Progress comments entered at Oct 20, Jan 6, and April 13 deadlines.
Standardized Prompt Hierarchy for Data Reliability:
Independent (IND) Student initiates skill without cues upon early body signals.
Visual Cue (VIS) Student uses skill after pointing to pocket/desk anchor card.
Verbal Prompt (VP) Staff verbally asks: "Which coping tool on your menu helps now?"
Direct Model (MOD) Staff must co-breathe or demonstrate script side-by-side.
Mastery Criteria: 4 distinct skills used across ≥80% of opportunities with IND/VIS prompt levels across 4 consecutive data collection probes.
Calm Horizons ERMHS Counseling System • Progress Monitoring Architecture Page 1 of 4 • Clinician Protocol
Job Coach & Transition Staff Observation Form
Community Worksite & Classroom Coping Data (Pillar 3: Staff Input)
Breath Mastery Practice Guide Session 2 Clinician Protocol • ERMHS Indiv
Somatic Breath Regulation & Anchors
Date: Thu, Sep 24, 2026
Focus: Physiological De-escalation
IEP Target Skill 1: Student will independently demonstrate at least one structured deep breathing technique (Box Breathing or 4-7-8 Breath) with tactile finger-pacing to lower SUDS score by 2+ points during simulated stress.
30-Minute Clinician Facilitation Agenda
1. Check-In & Body Signal Recall 0:00 – 0:05 (5m)
Review Session 1 body signals. Check SUDS (0-10). Ask: "Did you notice any racing heart or tight shoulders since our last talk?"
2. Somatic Modeling: Box Breathing & 4-7-8 0:05 – 0:15 (10m)
Model diaphragmatic breathing. Introduce Box Breathing (4s In, 4s Hold, 4s Out, 4s Hold) and 4-7-8 (Inhale 4s, Hold 7s, Exhale 8s). Emphasize that exhalations stimulate the parasympathetic brake.
"Think of your breath as a manual brake pedal in a car. When stress steps on the gas, long exhales pull the brake."
3. Guided Rehearsal & Tactile Finger Tracing 0:15 – 0:23 (8m)
Guide student to trace the visual square and 5-finger breath diagram on Page 2. Complete 4 full breath cycles together while monitoring posture.
4. Workplace Application & Pocket Card Handout 0:23 – 0:30 (7m)
Discuss how to do 'Stealth Breathing' at a job site desk, during bus transit, or at a cash register without drawing attention. Cut out and give pocket card.
Session 2 Observation Rubric (Aeries Log)
Pacing Accuracy: Follows 4-count rhythm without hyperventilating
Tactile Engagement: Utilizes finger-tracing or discrete lap tapping
SUDS Shift: Pre: __ / 10 ➔ Post: __ / 10
Calm Horizons ERMHS Counseling • Session 2 Clinician Protocol Target Goal 1: Deep Breathing Repertoire
My Deep Breathing Toolkit
Tactile & Visual Breath Anchors for Work and School
Name:
Date:
Tool 1: Tactile Box Breathing (Trace with your finger)
4-4-4-4 Rhythm
⬆️ INHALE through nose (4 sec)
⏸️ HOLD (4s)
⏸️ HOLD (4s)
⬇️ EXHALE slowly like blowing bubbles (4 sec)
Start at top left. Trace each side with your index finger as you count to 4.
5-Finger Hand Breathing
Spread one hand out. With the other index finger, trace up each finger (Inhale) and down (Exhale).
☝️ Up Thumb = Inhale | Down = Exhale
✌️ Up Index = Inhale | Down = Exhale
🖐️ Complete all 5 fingers (5 full deep breaths)
Sensory Grounding Practice Guide Session 3 Clinician Protocol • ERMHS Indiv
5-4-3-2-1 Sensory Grounding System
⭐ IEP Progress 1 Due: Oct 20
Date: Thu, Oct 15, 2026
IEP Target Skill 2: Student will utilize the 5-4-3-2-1 multi-sensory grounding method to re-orient attention away from internal anxiety loops to concrete environmental anchors in community and vocational settings.
30-Minute Structured Session Protocol
1. Baseline & Skill 1 Review 0:00 – 0:05 (5m)
Check in with SUDS (0-10). Quick 1-minute box breathing warmup to reinforce previous skill.
2. Sensory Grounding Orientation: 5-4-3-2-1 0:05 – 0:15 (10m)
Teach the 5 senses re-orientation framework. Emphasize that when autistic sensory overload or anxiety spiraling begins, naming tangible objects pulls brain processing into the present moment.
3. Environmental Rehearsal & Pocket Anchors 0:15 – 0:24 (9m)
Walk the room or simulate a transition job site. Guide student through naming 5 sights, 4 textures, 3 sounds, 2 scents, and 1 taste. Complete Page 2 tracker.
4. IEP Benchmark 1 Rating & Aeries Synthesis 0:24 – 0:30 (6m)
Complete the October 20 Progress Report 1 data entry below. Rate independence on Skills 1 & 2.
IEP Progress Report 1 Data (Due Oct 20, 2026) Status: Making Expected Progress
Skills Acquired (2/4): 1. Somatic Breath & 2. Grounding
Avg SUDS Reduction: -2.4 points per session
Aeries Narrative: "Student has attended 3 scheduled ERMHS sessions. Student is able to identify physical anxiety cues and independently executes 4-4-4-4 breathing and 5-4-3-2-1 grounding with minimal visual prompts."
Calm Horizons ERMHS Counseling • Session 3 Protocol IEP Milestone 1 Verified • Logged in Aeries
5-4-3-2-1 Sensory Grounding Map
Anchor Your Mind in the Present Moment
Name:
Date:
5
LOOK: 5 things you can see around the room
4
TOUCH: 4 physical textures you can feel right now
3
LISTEN: 3 sounds you can hear (near or far)
2
SMELL: 2 scents in the air (or your favorite calming scent)
1
TASTE: 1 taste (mint, sip of cold water, or pleasant taste)
✂️ Vocational Desk / Lanyard Quick Anchor Card
🧭 5-4-3-2-1 Quick Reminder:
Catching ANTs Thought Guide Session 4 Clinician Protocol • ERMHS Indiv
Identifying Automatic Negative Thoughts (ANTs)
Date: Thu, Nov 12, 2026
🦃 Before Thanksgiving Break
IEP Target Skill 3 (Part 1): Student will identify and label at least 3 types of Automatic Negative Thoughts (ANTs) occurring in vocational or transition settings, externalizing thoughts from absolute facts.
30-Minute Structured Session Protocol
1. Check-In & Holiday Transition Prep 0:00 – 0:05 (5m)
Check in with SUDS (0-10). Acknowledge upcoming Thanksgiving break (Nov 23-27) schedule changes which often trigger autistic routine anxiety.
2. Externalizing Thoughts: Introducing "ANTs" 0:05 – 0:15 (10m)
Explain that an ANT is an Automatic Negative Thought that crawls into our mind uninvited. Thoughts are sentences in our brain—not guaranteed facts.
"Just because your brain thinks 'I'm going to get fired because I was 2 minutes late' doesn't make it real. That's a Catastrophe ANT talking."
3. Guided Practice: Classifying 4 ANT Species 0:15 – 0:24 (9m)
Review the 4 common transition ANTs on Page 2: All-or-Nothing, Mind-Reading, Fortune-Telling, and Catastrophe . Match sample worksite quotes to each ANT type.
4. Personal ANT Log & Pre-Break Anchor 0:24 – 0:30 (6m)
Have student write down 1 personal ANT they noticed this week. Frame it as the target for next session's STOMP restructuring tool.
Clinician Note on Autism & Cognitive Flexibility:
Autistic adults frequently experience rigid rule-based thinking. Use visual categorization and literal analogies rather than abstract cognitive metaphors. Emphasize testing evidence like a workplace detective.
Calm Horizons ERMHS Counseling • Session 4 Protocol Documentation: Log in Aeries under Cognitive Re-framing Phase 1
Catching ANTs (Automatic Negative Thoughts)
Notice the Thoughts That Try to Trick You
Name:
Date:
Meet the 4 Common ANTs:
🐜 1. All-or-Nothing ANT
Seeing things in extreme black and white. Using words like always or never .
"If I make one mistake on the shelf, I'm a terrible worker."
🐜 2. Mind-Reading ANT
Assuming you know what coworkers are thinking without them saying anything.
"They didn't wave back, so they must hate working with me."
🐜 3. Fortune-Telling ANT
Predicting bad things will definitely happen before you even try.
"I know I will get lost on the bus route tomorrow."
STOMP Reframing Activity Guide Session 5 Clinician Protocol • ERMHS Indiv
Cognitive Restructuring: STOMP the ANTs
Date: Thu, Dec 10, 2026
❄️ Pre-Winter Break Pacing
IEP Target Skill 3 (Part 2): Student will apply the 5-step STOMP cognitive restructuring formula to challenge an anxious automatic thought and produce a realistic, balanced reframe.
30-Minute Structured Session Protocol
1. Check-In & ANT Review 0:00 – 0:05 (5m)
Check SUDS. Review student's identified ANT from Session 4. Validate feelings without agreeing with distorted premises.
2. Introduce the STOMP Framework 0:05 – 0:15 (10m)
Walk through each letter of STOMP: S top & breathe, T ell the thought, O btain the evidence, M ake a realistic reframe, P roceed with action.
3. Guided Rehearsal: Reframing a Job Site Panic 0:15 – 0:24 (9m)
Complete the guided STOMP graphic organizer on Page 2 with the student. Challenge black-and-white thinking by testing literal evidence.
4. Winter Break Coping Anchor & Aeries Log 0:24 – 0:30 (6m)
Prepare for 3-week winter break (Dec 21–Jan 8). Note that Session 6 will follow immediately upon return in January for IEP Milestone 2.
Clinician Evidence-Challenging Prompts:
"What is the proof?" Is this 100% true right now, or just a feeling?
"What happened last time?" Did the worst-case scenario actually happen?
Calm Horizons ERMHS Counseling • Session 5 Protocol Cognitive Restructuring Repertoire Active
STOMP the ANTs: Thought Reframing
5 Steps to Turn Anxious Thoughts into Helpful Truths
Name:
Date:
S
STOP & BREATHE
Take 1 full Box Breath. Drop your shoulders away from your ears.
T
TELL THE THOUGHT (Name the ANT)
What is the anxious thought in your head right now?
O
OBTAIN THE FACTS (Check the Evidence)
Is this 100% true? What real facts prove or disprove it?
M
MAKE A REALISTIC REFRAME (Helpful Thought)
What is a balanced, honest sentence to replace the ANT?
P
PROCEED WITH ACTION
What small, safe step can you take right now?
Self Advocacy Script Cards Session 6 Clinician Protocol • ERMHS Indiv
Self-Advocacy Voice: 'I Feel' & 'I Am'
⭐ IEP Progress 2 (Jan Window)
Date: Thu, Jan 14, 2027
IEP Target Skill 4: Student will construct and verbalize (or visually present) structured "I Feel / I Am" self-advocacy statements to communicate emotional needs and request specific workplace accommodations.
30-Minute Structured Session Protocol
1. Winter Break Re-Entry Check-In 0:00 – 0:05 (5m)
Check in post-winter break. Review previous skills (Breathing, Grounding, STOMP). Check current SUDS (0-10).
2. Self-Advocacy Formula: [Feeling] + [Need] + [Action] 0:05 – 0:15 (10m)
Teach the 3-part formula: "I am feeling [emotion] because [trigger]. I need [solution] so I can [work goal]." Explain that bosses appreciate clear solutions rather than shut-downs.
3. Roleplay: Transition Supervisor Interaction 0:15 – 0:24 (9m)
Clinician roleplays as job supervisor. Student practices stating their script with calm body language or handing over the visual cue card.
4. IEP Milestone 2 Data Documentation 0:24 – 0:30 (6m)
Log Milestone 2 progress in Aeries: 3 of 4 coping skills demonstrated across settings.
IEP Progress Report 2 Data (January 2027 Milestone) Status: Steady Progress (3/4 Skills)
Active Coping Skills: Breathing, STOMP, 'I Feel' Voice
Staff Observation: Reduced shutdown time by 40%
Aeries Log Entry: "Student actively participated in session 6. Demonstrates clear articulation of 'I Feel' statements and accurately identifies work triggers with 80% accuracy in simulated trials."
Calm Horizons ERMHS Counseling • Session 6 Protocol IEP Milestone 2 Verified • Logged in Aeries
My Self-Advocacy Voice Cards
Using 'I Feel' & 'I Am' Statements with Supervisors and Teachers
Name:
Date:
The 3-Part Self-Advocacy Formula:
1. Emotion / State "I am feeling overwhelmed..."
2. Workplace Cause "...because of the loud noise."
3. Positive Action Request "Can I step outside for 2 mins?"
🎧 Script 1: Sensory Overload
When lights/sounds become too intense:
"Excuse me, I am feeling overstimulated by the machine noise. I need to put on my ear defenders so I can keep working safely."
📋 Script 2: Unclear Directions
When given multiple verbal instructions too fast:
Workplace Break Request Guide Session 7 Clinician Protocol • ERMHS Indiv
Workplace Break Request Protocols
Date: Thu, Feb 11, 2027
Focus: Vocational Independence
IEP Target Skill 5: Student will appropriately request and execute a functional 3-to-5 minute sensory/anxiety regulation break using verbal scripts or discrete visual cards, transitioning back to work tasks upon timer completion.
30-Minute Structured Session Protocol
1. Check-In & Worksite Situation Analysis 0:00 – 0:05 (5m)
Check in with SUDS (0-10). Inquire about recent vocational experiences: "Have you felt like walking off the job or shutting down when frustrated?"
2. Functional Breaks vs. Unscheduled Leaving 0:05 – 0:14 (9m)
Contrast walking away without notice (safety risk, job reprimand) with a professional 3-5 minute regulated pause. Teach the 4 rules of workplace breaks: Notify, Set Timer, Regulate, Return.
3. Simulation: Utilizing Discrete Visual Cards 0:14 – 0:24 (10m)
Rehearse verbal and non-verbal break delivery using Page 2 cards. Practice setting a phone/watch timer for exactly 3 or 5 minutes, doing 4-4-4-4 breathing, and returning with "I'm ready to continue."
4. Job Coach Collaboration & Aeries Entry 0:24 – 0:30 (6m)
Complete the job coach feedback template below to coordinate across transition staff.
Job Site Staff Observation Rubric (1-4 Rating):
1. Not Yet Walks away without notice
2. Prompted Staff reminds to use break card
3. Functional Requests break & sets timer
4. Independent Requests, regulates & returns
Calm Horizons ERMHS Counseling • Session 7 Protocol Workplace Self-Advocacy & Functional Break Active
Workplace Break Request Toolkit
How to Take a Calming Pause Professionally
Name:
Date:
The 4 Rules of a Workplace Reset Break:
Step 1 Notify Supervisor
Use script or break card
Step 2 Set a Timer
3 to 5 minutes on watch
Step 3 Regulate
Breathe, drink water, stretch
Step 4 Return Promptly
"I'm ready to get back"
✂️ Pocket-Sized Vocational Break Cards (Cut and keep in badge holder):
SENSORY RESET BREAK 3–5 Min
"Excuse me, I am feeling sensory overload. I am taking a quick 3-minute reset break in the designated quiet zone and will return right away."
Expressive Journaling Tools Sheet Session 8 Clinician Protocol • ERMHS Indiv
Expressive Journaling & Mindful Art
Date: Thu, Mar 04, 2027
Focus: Non-Verbal Processing
IEP Target Skill 6: Student will utilize structured sentence starters and mindful tactile drawing/journaling to decompress emotional intensity without requiring high-demand verbalization.
30-Minute Structured Session Protocol
1. Check-In & Non-Verbal Gauge 0:00 – 0:05 (5m)
Check in with visual SUDS (0-10). Assess current cognitive load and verbal energy.
2. Low-Demand Processing: Journaling & Mindful Drawing 0:05 – 0:13 (8m)
Explain that when speech feels exhausting, writing 3 short sentence starters or drawing repetitive geometric patterns calms the amygdala by giving the hands a tactile focus.
3. Guided Practice: Structured Log & Mindful Sketch 0:13 – 0:24 (11m)
Play soft background white noise. Guide student to complete the 3 feeling sentences and spend 5 minutes shading/patterning the mindful drawing canvas on Page 2.
4. Review for Coping Menu Selection & Aeries Log 0:24 – 0:30 (6m)
Preview next session (Session 9), where student will select their Top 4 favorite coping skills to finalize their IEP mastery portfolio.
Sensory & Expressive Processing Value:
Drawing repetitive lines and filling structured templates reduces autonomic arousal in autistic individuals by providing predictable, self-directed proprioceptive input.
Calm Horizons ERMHS Counseling • Session 8 Protocol Expressive Coping Modality Active
Expressive Emotion Log & Sketch Pad
Non-Verbal Decompression & Creative Reset
Name:
Date:
My 3-Sentence Expressive Check-In:
1. Right now, what is draining my energy?
2. What is one thing that went well or felt calm today?
3. What does my brain or body need most right now?
Mindful Tactile Sketching & Shading Space
Draw patterns, shade shapes, or doodle freely
[ Mindful Drawing & Pattern Canvas ]
Color Energy Today: 🟦 Calm / Tired 🟩 Ready / Steady 🟨 Jittery / Busy 🟥 Overloaded / Hot
Calm Horizons Session 8 • Skill 6: Expressive Tools Next Session: March 18, 2027 (Personal Coping Menu)
Personal Coping Menu Builder Session 9 Clinician Protocol • ERMHS Indiv
Personal 4-Skill Coping Menu Synthesis
Date: Thu, Mar 18, 2027
🌸 Pre-Spring Break Pacing
IEP Goal Synthesis Milestone: Student will explicitly select, define, and customize four (4) individualized coping skills of their choice from the curriculum repertoire to fulfill the IEP goal requirement.
30-Minute Structured Session Protocol
1. Repertoire Review & Check-In 0:00 – 0:05 (5m)
Review all 6 tools practiced across sessions 1–8: (1) Box Breathing, (2) 5-4-3-2-1 Grounding, (3) STOMP ANTs, (4) 'I Feel' Statements, (5) Break Requests, (6) Expressive Journaling.
2. Student Choice & Customization 0:05 – 0:15 (10m)
Empower student autonomy. Guide them to select their exact 4 favorite tools based on what feels most practical at work, in class, and during sensory overstimulation.
3. Building the 4-Skill Master Menu 0:15 – 0:24 (9m)
Complete Page 2 together. Write specific trigger conditions for each of the 4 chosen skills (e.g., "When supervisor gives fast feedback, I will use Skill 3").
4. Spring Break Plan & Final Session 10 Setup 0:24 – 0:30 (6m)
Prepare student for Spring Break (Mar 22–Apr 2). Session 10 will occur on Apr 8 for final IEP defense before the April 13 reporting deadline.
🌸 Spring Break Transition Continuity:
Student takes home the laminated 4-Skill Menu. Transition staff and family are provided a digital copy to prompt independent usage during the 2-week break.
Calm Horizons ERMHS Counseling • Session 9 Protocol Selection Matrix: 4 IEP Master Skills Formalized
My 4-Skill Master Coping Menu
My Personalized Blueprint for Calming Anxiety & Stress
Name:
Date:
🌟 MY SKILL #1: SOMATIC BREATH Physical
My Technique: Box Breathing (4-4-4-4)
When I Use It: When my heart beats fast or shoulders tense.
Where I Do It: At my work desk or quietly on the bus.
🌟 MY SKILL #2: SENSORY GROUNDING Sensory
My Technique: 5-4-3-2-1 Environmental Anchor
When I Use It: When rooms feel too loud or crowded.
Where I Do It: Transition classroom or breakroom.
🌟 MY SKILL #3: STOMP REFRAMING Cognitive
My Technique: STOMP the ANTs Evidence Check
When I Use It: When I think "I'm going to get fired."
Transition Coping Mastery Guide Session 10 Clinician Protocol • ERMHS Indiv
Transition Coping Mastery & Final Defense
⭐ Final IEP Report Due: Apr 13
Date: Thu, Apr 08, 2027
Annual IEP Goal Mastery: Student will demonstrate independent mastery of four (4) individualized coping skills across vocational/transition simulation scenarios, supported by multi-informant data (student, staff, clinician, Aeries).
30-Minute Structured Session Protocol
1. Welcome & 10-Session Retrospective 0:00 – 0:05 (5m)
Celebrate journey from Session 1 (Sept 2026) to Session 10 (April 2027). Review initial baseline somatic map vs. current coping fluency.
2. 4-Skill Mastery Simulation Defense 0:05 – 0:18 (13m)
Student presents and executes their 4 selected coping skills across 2 simulated transition dilemmas (e.g., unexpected schedule alteration and loud vocational environment).
3. Multi-Informant Evaluation Sign-Off 0:18 – 0:25 (7m)
Complete the multi-informant triangulation grid on Page 2 (Student Self-Rating, Clinician Observations, Job Coach Input, and Aeries Summary).
4. Final Aeries Documentation & Post-Transition Plan 0:25 – 0:30 (5m)
Log final IEP goal mastery status in Aeries before April 13 deadline. Provide student with laminated completion certificate.
Final IEP Goal Reporting Narrative (Due April 13, 2027) GOAL MET / MASTERED (4/4)
Aeries Final Report: "Student has successfully completed all 10 scheduled individual ERMHS sessions. Across 10 counseling dates from 09/10/2026 through 04/08/2027, student mastered four distinct coping tools: (1) Box Breathing, (2) 5-4-3-2-1 Sensory Grounding, (3) STOMP Reframing, and (4) Structured Break Self-Advocacy. In vocational observations and student logs, student independently applies these skills to reduce anxiety by an average of 3.2 SUDS points. Goal is MASTERED."
Calm Horizons ERMHS Counseling • Session 10 Protocol Final IEP Goal Documentation Complete
Transition Coping Skills Mastery Portfolio
Demonstration of 4 Master Coping Skills for Adult Life
Student:
Date:
Mastery Defense Checklist (4/4 Skills Verified):
Skill Coping Strategy Demonstration Setting Mastery Status 1 Deep Breathing: Tactile Box & 4-7-8 rhythmVocational Desk / Bus Transit ✅ Mastered
