Routine Shift Facilitator Guide Flex Force Academy • Session 1 of 4
Routine Shift Facilitator Guide
Focus: Navigating Sudden Schedule, Rule, and Environmental Changes
Individual Intervention (Grades 2–4)
Est. Duration: 30–35 min
Target Objective
Student will identify 2+ physical cues of rigidity ("Rock Brain") and execute a 3-step flex pause when confronted with simulated schedule alterations.
Core Metaphor
The Steel Beam vs. The Spring: Heavy steel snaps when hit with shock; the spring bends, absorbs the impact, and retains its power.
Materials Needed
Surprise Switch Challenge Tracker, real physical spring or slinky, dry-erase board, timer, visual schedule cards.
Clinical Protocol & Scripted Pacing
1 Somatic Check & The "Rock Brain" Detection (7 Mins) Warm-Up
Script: "When things change fast (like indoor recess or a changed seat), where do you feel the clench? Clenched fists, tight jaw, or hot chest? That's our body freezing into rock mode. Let's practice unlocking the spring."
2 Skill Instruction: The "3-Second Flex Pause" (8 Mins) Direct Teach
Teach the structured sequence: (1) Stop & Drop Shoulders (somatic discharge), (2) Name the Shift ("The plan changed from X to Y" ), (3) Flexible Anchor Phrase ("I can handle this bump" ).
3 Experiential Simulation: "Routine Roulette" (12 Mins) Active Practice
Set up a fun 3-part board game or drawing task. Midway through, introduce sudden controlled "glitches" (e.g., swapping pen color, timer cut by 30 seconds, switching task order). Clinician awards immediate "Flex Points" when student uses the pause instead of arguing.
4 Debrief & Generalization Anchor (5 Mins) Closure
Have student complete their tracker. Agree on a secret non-verbal cue (e.g., clinician/teacher tapping their index finger to thumb like a spring) for the classroom when an unexpected change occurs.
SESSION DATA RUBRIC: SCHEDULE / ROUTINE TOLERANCE Baseline Target: Level 3
Skill Dimension Level 1 (Emerging) Level 2 (Developing) Level 3 (Target / Proficient) Somatic Recognition Unaware; escalates immediately to shut-down/verbal defiance. Identifies tension only after prompt and redirection. Independently states body signal (e.g., "my jaw is tight"). Pause Implementation Rejects pause; insists original schedule must stand. Executes 3-second pause with direct co-regulation from adult. Pauses and utilizes flexible anchor phrase with minimal cueing.
De-escalation Safety Net: If the student becomes dysregulated during simulation, do not debate or demand flexibility. Validate immediately: "Your brain really wanted that plan to stay the exact same. It hurts when it snaps. Let's breathe for 20 seconds before we decide our next move."
Surprise Switch Challenge Tracker Flex Force Academy • Agent Training
Surprise Switch Challenge Tracker
Name:
Date:
Rock Brain (Stuck Mode)
Jaw clenches, fists tight, thoughts repeat: "NO! It MUST be my way!" Heavy rocks crack when surprised.
Spring Brain (Flex Mode)
Deep exhale, shoulders loose, thoughts say: "Whoa, surprise change. I can bend and figure this out."
The 3-Step Flex Power Move
STEP 1
Drop & Exhale
Drop shoulders down, breathe out long.
STEP 2
Name the Glitch
"The plan changed from ___ to ___."
STEP 3
Speak the Code
"I am a spring. I can handle this bump."
Mission Practice: Crack the Glitches
Glitch 1: Rainy Day Recess Outdoor ➔ Indoor Gym
You planned to play four-square outside all morning. The teacher announces: "Rain storm! Everyone stay inside for quiet board games."
What my Spring Brain says:
My flexible action choice:
Glitch 2: The Swapped Partner Usual Buddy ➔ New Student
In science lab, you always work with your best friend. Today the teacher assigns pairs randomly and you get paired with someone new.
What my Spring Brain says:
My flexible action choice:
Weekly Field Tracker: Spotting the Spring in Real Life Earn a stamp/signature each time you bend!
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Perspective Check Facilitator Guide Flex Force Academy • Session 2 of 4
Perspective Check Facilitator Guide
Focus: Active Listening, Validating Peer Viewpoints, and Collaborative Compromise
Individual Intervention (Grades 2–4)
Est. Duration: 30–35 min
Target Objective
Student will articulate another person's viewpoint accurately and formulate at least one win-win compromise during collaborative disagreements without arguing or disengaging.
Core Metaphor
The 3D Glasses: Seeing through only one colored lens makes the picture flat and blurry. Blending your lens with someone else's reveals the full 3D world.
Materials Needed
Two Sides Comic Activity sheet, actual 3D glasses (or cardboard cutout), a building kit (LEGO or blocks), dry-erase markers.
Clinical Protocol & Scripted Pacing
1 Optical Illusion Warm-Up: The "Duck-Rabbit" Test (7 Mins) Warm-Up
Show a dual-perception image (duck/rabbit or vase/faces). Script: "If I see a rabbit and you see a duck, is either one of us lying or broken? No! Two brains can look at the exact same game or project and see totally different goals. Rigid brains say 'You're wrong!' Flex brains say 'Show me what you see.'"
2 Direct Instruction: The "3-Question Perspective Probe" (8 Mins) Skill Build
Teach the 3 inner questions: (1) What is their goal right now? (2) Why does their idea make sense to them? (3) What is the 'Bridge Solution' (where both get a piece of their wish)? Practice stating: "You want to build a spaceship, and I want a castle. What if we build a space fortress?"
3 Roleplay Arena: "The Shared Blueprint" (12 Mins) Simulation
Clinician acts as a peer working on a shared poster or building project with strong conflicting ideas (e.g., clinician wants all neon green, student wants all black). Coach student to pause, put on "Perspective Goggles", summarize clinician's desire, and propose a blend.
4 Debrief & Comic Worksheet Application (5 Mins) Transfer
Transition to the Two Sides Comic Activity . Guide student to map a real conflict that occurred recently at lunch or recess and write the "Both Win" dialogue bubble.
SESSION DATA RUBRIC: PERSPECTIVE TAKING & RECIPROCITY Baseline Target: Level 3
Skill Dimension Level 1 (Emerging) Level 2 (Developing) Level 3 (Target / Proficient) Validating Peer View
Two Sides Comic Activity Flex Force Academy • Agent Mission 2
Two Sides Comic Activity
Name:
Date:
Agent Tool: The 3D Perspective Goggles Blend two colors to make the full picture
Red Lens (My Idea)
What do I want to play or make right now?
Blue Lens (Their Idea)
What does my friend want? Why does it matter to them?
Purple Blend (Win-Win)
How can we combine both plans so nobody is left out?
Comic Case 1: Recess Game Standoff You want Four-Square. Your buddy wants Tag.
My View (Why I like my idea):
Friend's View (Why they want Tag):
The Purple Blend (Win-Win Idea):
Comic Case 2: Group Poster Project You want the title in giant yellow letters. Your partner wants purple.
My View:
Partner's View:
The Purple Blend:
Flex Agent Talk Phrases (Pick 1 to try with a friend today)
The Echo: "So you want to play __ because __?"
The Split: "How about your pick for 10 min, then my pick?"
The Remix: "Can we combine both into one mega-game?"
Backup Plan Facilitator Guide Flex Force Academy • Session 3 of 4
Backup Plan Facilitator Guide
Focus: Cognitive Divergence, Breaking Fixation, and Generating Alternative Solutions
Individual Intervention (Grades 2–4)
Est. Duration: 30–35 min
Target Objective
Student will produce at least 2 viable alternative solutions (Plan B & Plan C) when an initial approach fails or is blocked, without perseveration or shutdown.
Core Metaphor
The GPS Reroute: When a road is blocked by construction, GPS doesn't crash or yell. It calmly says "Recalculating..." and maps a detour route.
Materials Needed
Detour Route Solution Map sheet, building materials with missing pieces, dried-out marker challenge prop, toy car & roadblock blocks.
Clinical Protocol & Scripted Pacing
1 Cognitive Loop Busting: The "Spinning Wheel" Check (7 Mins) Warm-Up
Demonstrate a computer loading spinner or a car spinning wheels in mud. Script: "When Plan A doesn't work (like a website freezing or a missing game piece), rigid brain steps on the gas and spins in place getting hotter and hotter. Flex brain hits the brakes and says: 'Recalculating detour!'"
2 Direct Teach: The "Plan A, B, C Framework" (8 Mins) Skill Build
Introduce the 3-Branch Strategy: Plan A (Favorite Choice) , Plan B (Backup Swap: different tool or game) , Plan C (Bridge Move: ask for help or wait & try later) . Emphasize: "Never begin a mission with only one plan in your backpack."
3 In-Vivo Stress Inoculation: "The Roadblock Lab" (12 Mins) Simulation
Give the student a task with an intentional failure point (e.g., coloring a picture where the required red marker is completely dried out, or building a tower where long blocks are withheld). When student encounters the block, prompt the vocalization: "Recalculating! Time for Plan B."
4 Debrief & Detour Map Completion (5 Mins) Closure
Student records their Plan B and Plan C routes on their Detour Map. Assign the "Recalculating Badge" to post inside their desk or binder.
SESSION DATA RUBRIC: ALTERNATIVE SOLUTION GENERATION Baseline Target: Level 3
Skill Dimension Level 1 (Emerging) Level 2 (Developing) Level 3 (Target / Proficient) Perseveration Cessation Loops continuously on blocked Plan A; demonstrates rising agitation. Stops repeating Plan A only after direct adult command.
Detour Route Solution Map Flex Force Academy • Agent Mission 3
Detour Route Solution Map
Name:
Date:
GPS Voice Alert: "Recalculating..."
When road A is blocked, a smart GPS never quits. It scans for Path B and Path C!
Agent Rule Always Have 2 Detours
Mission 1: The Chromebook Freeze Your math game screen freezes completely right before your high score.
Blocked Road A
Slamming the keyboard or giving up.
Trap! (Stuck Wheel)
Detour Plan B (Quick Swap)
Detour Plan C (Bridge Move)
Mission 2: The Full Basketball Court You ran outside to shoot hoops, but older kids took the only hoop.
Blocked Road A
Standing at the hoop yelling or sitting alone angry.
Trap! (Stuck Wheel)
Detour Plan B (Other Game)
Detour Plan C (Ask to Join / Shift)
My Recalculating Action Checklist (Keep this in your desk)
1. Whisper: "Recalculating!"
2. Take 2 long reset breaths
3. Launch Plan B before reacting
Disappointment Reset Facilitator Guide Flex Force Academy • Session 4 of 4
Disappointment Reset Facilitator Guide
Focus: Calibrating Reaction Size, Managing Competitive Loss, and Emotional Bouncing Back
Individual Intervention (Grades 2–4)
Est. Duration: 30–35 min
Target Objective
Student will rate problem size accurately (1–5) and demonstrate a 4-step emotional bounce-back sequence during an in-session competitive loss or denied request.
Core Metaphor
The Bumper Car Shock Absorber: When hit with unexpected disappointment, bumper cars bounce off the rubber guardrail and roll right back into action.
Materials Needed
Glitch Buster Coping Mat, fast competitive card game (e.g., Uno or Connect 4), resistance band or stress ball, Problem Size meter visual.
Clinical Protocol & Scripted Pacing
1 Psychoeducation: "The Sting of the Gap" (7 Mins) Warm-Up
Explain what disappointment is: "Disappointment is the gap between what picture was in your head vs what actually happened in real life. The bigger the gap, the more it stings. But disappointment is an emotion, not an emergency."
2 Skill Calibration: Matching Problem Size to Reaction (8 Mins) Direct Teach
Teach the 3 tiers: Small Glitch (1–2) : losing a game, pencil breaks (solvable in 1 minute); Medium Bump (3) : missed field trip, conflict with friend (needs teacher help); Big Emergency (4–5) : someone hurt or unsafe. Teach rule: "A Level 1 glitch does not get a Level 5 explosion."
3 Stress Inoculation Drill: "The High-Stakes Duel" (12 Mins) Live Practice
Play Connect 4 or Uno. Play to win as the clinician. When the clinician wins, immediately observe the student's somatic reaction. Coach through the 4-step reset: 1. Feel the sting (name it: "Bummer, I really wanted that win" ), 2. Isometric squeeze (fist to open palm), 3. Sportsman handshake ("Good game" ), 4. Next opportunity self-talk ("I can play again next time" ).
4 Graduation & Flex Master Badge (5 Mins) Celebration
Review the student's mastery across all 4 sessions (Changes, Others, Alternatives, Disappointment). Award the completed Academy certificate badge.
SESSION DATA RUBRIC: DISAPPOINTMENT REGULATION & RESILIENCE Baseline Target: Level 3
Skill Dimension Level 1 (Emerging) Level 2 (Developing)
Glitch Buster Coping Mat Flex Force Academy • Final Mission 4
Glitch Buster Coping Mat
Name:
Date:
The Glitch Calibrator: Match Reaction to Problem Size "Never use a bazooka on a mosquito!"
Level 1: Small Glitch
Losing a card game, wrong snack, dropped pencil.
Fix: 30-sec breath + "Good game"
Level 2: Medium Bump
Recess game rained out, argument with a teammate.
Fix: Talk with teacher + Plan B
Level 3: Big Emergency
Someone is physically injured or unsafe.
Fix: Immediate adult assistance
The 4-Step Bumper Car Bounce-Back Sequence
STEP 1 Name the Sting "Bummer, I really wanted to win."
STEP 2 Physical Squeeze Tighten fists 3 sec, then release.
STEP 3 Check the Level Is this a Level 1, 2, or 3?
STEP 4 Champion Line "Good game! I'll get it next time."
Bounce-Back Action Field
Scenario A: The Gym Game Loss Problem Size: Level 1
Your team loses dodgeball in PE class by just one point. You feel hot and want to kick the bleachers.
My Body Reset (How I calm down):
My Champion Words (What I say out loud):
Scenario B: Passed Over for Line Leader Problem Size: Level 1
You were hoping and expecting all day to be the line leader, but the teacher picks another classmate.
My Body Reset:
My Champion Words:
Flex Force Certified Master Agent
Mastered: Handling Changes • Considering Others • Planning Detours • Bouncing Back
Clinician Endorsement
