Calm Commander Slides Calm Commander
Mastering the Emotional Dashboard
Step 1: Scan the Dashboard
STATUS: INITIALIZING...
Blue Zone
Tired, Sad, Bored, or Disengaged.
Green Zone
Calm, Focused, Ready to Learn.
Yellow Zone
Frustrated, Silly, Anxious, or Annoyed.
To be a Calm Commander , you must identify your zone before it hits the RED ZONE.
Step 2: Deploy Strategies
Deep Breathing
In for 4, hold for 4, out for 4. Reset the system.
Take a Break
Ask to use the sensory room or walk to the water fountain.
Positive Self-Talk
"I can handle this. This is just one moment."
Ask for Help
Tell a teacher you are feeling overwhelmed.
Mission: Visual Design
Every great Commander has their own unique style. Use your Drawing Skills to complete these special missions:
1. The Commander Blueprint
Design your pilot avatar and your custom cockpit dashboard.
2. The Mission Comic
Draw a comic showing how you defeated a "Yellow Zone" monster using your tools.
Masterpiece Incentive:
Successful "Mission Comic" drawings can be featured on our Class Hall of Fame!
Mission Practice
Situation: Hallway Chaos
"The hallway is loud and crowded. Someone accidentally bumps your shoulder while walking past you."
What zone are you in?
What strategy do you deploy?
PRO TIP:
A Commander doesn't wait for a prompt. They act as soon as they feel the "Yellow Zone" heat.
WARNING:
If you react with anger (shoving back or yelling), the mission fails and consequences follow.
Mission Success Criteria
Goal: 4 out of 5 Observations
What counts?
Identifying your emotion
Choosing a strategy yourself
Following through
Prompts Allowed:
MAX 1 ADULT PROMPT
"Hey, check your dashboard."
SYSTEMS GO
You are in control of your reactions. Stay calm, stay focused, and lead your mission to success.
Independent Action
Emotional Mastery
Calm Commander Tracker Document Mission Progress Log
IEP Goal Tracking: Emotional Self-Regulation
Calm Commander Series
ID: UNIT-CC-LOG-001
Student Name
Goal Reference
Independently identify emotional state and implement coping strategy in gen ed/unstructured settings (4/5 trials, max 1 prompt).
Success Criteria
Independent: Student acts without being told what to do.Prompt: Max 1 indirect verbal or gestural prompt.Setting: Hallways, Lunch, Recess, or Gen Ed Classroom.
Date Situation / Setting Zone Identified? Strategy Used? Prompts Pass? ____/____ Yes / No Yes / No 0 / 1 / 2+ ____/____ Yes / No Yes / No 0 / 1 / 2+
|
| ____/____ | | Yes / No | Yes / No | 0 / 1 / 2+ |
|
| ____/____ | | Yes / No | Yes / No | 0 / 1 / 2+ |
|
| ____/____ | | Yes / No | Yes / No | 0 / 1 / 2+ |
|
Staff Observation Notes
____ / 5
Mission Score
Requirement: 4/5 for mastery
Blue: Low Energy
Green: Focused
Yellow: Frustrated
Red: Out of Control
Calm Commander Facilitation Guide Commander's Manual
Facilitation Guide
Duration
30 MIN
Mission Objective
To equip the student with a cognitive framework ("The Dashboard") for identifying internal emotional states (Zones) and independently deploying previously learned coping strategies before reaching a point of dysregulation (Red Zone).
IEP Goal Alignment
"...independently identify his emotional state and implement a previously learned coping strategy... in 4 out of 5 observed instances."
Required Gear
Calm Commander Slides
Blueprint Activity
Mission Simulations
Mission Progress Log
Mission Phases
0-5 min
System Check & Blueprint Start
Define the theme. Introduce the Commander Blueprint Activity early as an engagement hook.
"A great Commander needs their own custom gear. Before we start, let's sketch your Avatar and Call-Sign."
5-15 min
The Dashboard Scan (Zones & Tools)
Review Slide 2 & 3. Transition to drawing the "Coping Console" on the Blueprint page to personalize tools.
Blue: Low battery. Green: Systems go.Yellow: Warning! Red: System failure.
15-25 min
Live Simulations (Practice)
Use the "Mission Simulations" worksheet. Incentive: "Accurately identify 1 Zone to earn 2 minutes of detail drawing time."
The Prompt Rule
Wait 10s before prompting. Use: "What does your dashboard say right now?"
25-30 min
Debrief & Hall of Fame
Introduce the Log. Final drawing time if goals were met. Explain the Mission Comic Hall of Fame incentive (Slide 4).
Troubleshooting
If student only wants to draw...
Set a timer for "Design Mode" vs "Pilot Mode." Reward focus with more drawing time.
If student struggles with coping tools...
Have them draw the tool as a physical object (e.g., "The Oxygen Mask" for deep breathing) to make it concrete.
Mission Simulations Worksheet Mission Simulations
Scenario Training Lab
Commander Name / Date
Mission Instructions
Read each real-life mission scenario. Your job is to Scan the Dashboard (Identify the Zone) and then Deploy a Strategy (Coping Tool) to stay in control.
Simulation #01: The Crowded Corridor
"The hallway is packed between classes. It's very loud, and someone accidentally knocks your binder out of your hand while rushing past. They don't even stop to say sorry."
1. Scan Dashboard (Zone)
BLUE
GREEN
YELLOW
RED
2. Deploy Strategy (Action)
Simulation #02: The Surprise Assessment
"You walk into Math class and the teacher announces a surprise quiz on the lesson from yesterday. You didn't finish the homework and you feel your heart starting to beat fast."
1. Scan Dashboard (Zone)
BLUE
GREEN
YELLOW
RED
2. Deploy Strategy (Action)
Simulation #03: The Lunchroom Letdown
"You arrive at your usual lunch table, but a group of students you don't know are sitting in your favorite chair. Your friends are sitting somewhere else and didn't save you a spot."
1. Scan Dashboard (Zone)
BLUE
GREEN
YELLOW
RED
2. Deploy Strategy (Action)
Simulation #04: The Technical Failure
"You've been working on a project for an hour. Suddenly, the computer freezes and you realize you haven't saved your work. All your progress might be lost."
1. Scan Dashboard (Zone)
BLUE
GREEN
YELLOW
RED
2. Deploy Strategy (Action)
Breathe
Take Break
Self-Talk
Ask Help
Mission Simulations Answer Key Simulation Answer Key
Staff Progress Monitoring Guide
Confidential
Teacher Resource
Simulation #01: The Crowded Corridor
Likely Zone
YELLOW
(Frustrated / Annoyed)
Ideal Strategies
Deep breathing (reset system)
Positive self-talk ("It was an accident")
Simulation #02: The Surprise Assessment
Likely Zone
YELLOW
(Anxious / Overwhelmed)
Ideal Strategies
Ask for help/clarification
Positive self-talk ("I'll do my best")
Simulation #03: The Lunchroom Letdown
Likely Zone
YELLOW
(Excluded / Sad)
Ideal Strategies
Ask to sit with friends
Take a break (find a quiet spot)
Simulation #04: The Technical Failure
Likely Zone
YELLOW → RED
(Panic / High Frustration)
Ideal Strategies
Immediate break (step away)
Ask for teacher assistance
Observation Guide
When monitoring these goals in unstructured settings (hallways, lunch), staff should use the following data collection rubric:
Goal Met (Score 1)
Student stops, shows a physical sign of coping (breath, pause), or verbally identifies feeling "yellow" with 0-1 prompt.
Goal Not Met (Score 0)
Student reacts impulsively (yelling, pushing, running) or requires 2+ adult prompts to identify zone/use tool.
Commander Blueprint Activity Commander Blueprint
Visual Design Mission #01
Mission Log
Class Classified
Design the Hero
Every commander needs a specialized suit and a custom dashboard. Use the spaces below to sketch your mission gear. The more detail, the better!
1. Commander Avatar
Sketch Suit & Gear
Commander Call-Sign (Name):
2. Custom Dashboard
The Coping Console
Draw your dashboard screens here.Zone Monitor andStrategy Buttons !
Top Coping Skill #1:
Top Coping Skill #2:
Visual Link Established
Avatar Built
Console Active
Mission Comic Template Mission Comic
Visual Design Mission #02
Commander Name / Date
Mission Goal: Defeat the Yellow Zone
Draw a 4-panel comic showing how your Commander stays in control. Pick a scenario where things get tough, show your Yellow Zone signals, and draw the moment you use your Coping Tool to win!
PANEL 1 The Conflict Begins
PANEL 2 Dashboard Warning
PANEL 3 Tool Deployment
PANEL 4 Mission Success
Hall of Fame Submission Form
Systems Nominal
Review Pending
Escalation Engine Slides Escalation Engine
Analyzing the Mechanics of Conflict & Thought
LEVEL: 7TH GRADE COUNSELING
The Escalation Cycle
1. THE SPARK
The event that starts the engine (e.g., losing a game).
2. THE ENGINE
The thoughts that rev the engine up or down.
3. THE EXHAUST
The actions and feelings that come out.
Anatomy of an Action
A
Activating Event
The "Spark" — Exactly what happened in reality.
B
Beliefs
The "Engine" — What you think about the event.
C
Consequences
The "Exhaust" — How you feel and what you do.
ABC Simulation: The Lost Game
A
The Event
"I lost the basketball game in PE. The other team is celebrating."
B
The Thought
"They're cheering to make me feel like a loser. This is so unfair!"
C
The Action
"I feel furious. I kick the ball across the gym and stomp away."
Reality Check: The "Thought" turned the spark into a fire.
Identifying Glitchy Thoughts
The Always/Never Error
"I NEVER get to win. Things ALWAYS go wrong for me!"
The Mind-Reader Trap
"I KNOW they're looking at me because they think I'm weird."
The "Must/Should" Rule
"He SHOULD have known I wanted to go first! He MUST follow me!"
The Catastrophe Code
"This is the worst ever! My entire week is ruined."
The Safety Valve
Dispute & Replace
When a glitch starts, use your Safety Valve (Positive Self-Talk) to reboot your engine before you overheat.
"He did it on purpose to make me mad!"
"Maybe it was an accident. I can handle this without yelling."
NEW BELIEF
Mission: Engine Diagnostic
MISSION DATA
A: EVENT: You are drawing. A peer walks by and accidentally knocks your pencil, making a mark.
B: Glitchy Thought
"They're trying to ruin my art! They're so mean!"
D: Safety Valve
Reboot this thought using Positive Self-Talk...
Mission Debrief
1
Notice the Spark (Event)
Escalation Engine Tracker Document Escalation Engine
IEP Goal Tracker: Role Play & Generalization Log
Goal Instance Unit
Target Objective
"When given real-life school-based situations that may cause emotional dysregulation, he will independently identify his emotional state AND implement a previously learned coping strategy (e.g., deep breathing, taking a break, positive self-talk) in general education and unstructured settings in 4 out of 5 observed instances, with no more than one adult prompt , as measured by self-report and staff observation."
Phase 1: Role Play Performance (5 Trials)
Simulation Track
Simulation Context Independently ID State? Implement Strategy? Total Prompts Instance Met? 01. PE Game Loss Handling peer celebration YES
NO
|
Self-Talk
Breathing
Break
| 0 1 2+ |
|
| 02. Math Instruction
|
| 03. Hallway Transition
|
| 04. Lunch Room
|
| 05. Science Lab
|
Success Requirement: Total prompts for the instance (ID + Strategy) must be 0 or 1.
Phase 2: Generalization Log (Gen Ed / Unstructured)
Real-World Mastery
Date Event / Trigger ID State Independently? Strategy (Learned) Total Prompts YES
NO
| Talk / Breath / Break | 0 / 1 / 2+ |
| | | — | — | 0 / 1 / 2+ |
Mastery Check
Overall Goal Progress
Met Instances (0-1 Prompt): ___ / 5
Goal Benchmark Met (4/5)? YES / NO
Coach Initials
Date
Facilitator Qualitative Notes
Note effectiveness of specific self-talk statements or triggers in gen-ed settings...
Engine Diagnostics Worksheet Pilot Name ____________________________
Mission Date ________________
Engine Diagnostics
MISSION: REBT-03 WORKBOOK
Conflict is like an engine. It starts with a Spark (Event), revs up with Thoughts (The Engine), and ends with Exhaust (Feelings and Actions). Use your Safety Valve (Positive Self-Talk) to prevent a breakdown!
Part 1
The Glitch Detector
Draw a line to match the Glitchy Thought to its type.
"He should have known that would bug me!"
"This always happens to me! My day is ruined ."
"I can tell by the way she looked at me that she hates me ."
Mind-Reading Trap
The "Must/Should" Rule
Always/Never Error
Part 2
Real-World Simulations
Situation: PE Class SIMULATION 01
The Spark: You lose a game of basketball in PE. A peer from the other team cheers and does a little dance.
Glitchy Thought (Irrational)
"He's making fun of me specifically. It's not fair, he should be more respectful. I'm terrible at this game."
Safety Valve (Positive Self-Talk)
Situation: Math Instruction SIMULATION 02
The Spark: The teacher asks everyone to put their phones away. You were just checking the time, but the teacher says, "No excuses, put it in the bin."
Glitchy Thought (Irrational)
"She's picking on me! Other people have their phones out. This is going to ruin my whole class period."
Safety Valve (Positive Self-Talk)
Situation: Hallway Transition SIMULATION 03
The Spark: The hallway is crowded. Someone accidentally bumps your shoulder hard while walking past without saying sorry.
Glitchy Thought (Irrational)
"He did that on purpose to show he's tougher than me. He should watch where he's going!"
Safety Valve (Positive Self-Talk)
Situation: Lunch Room SIMULATION 04
The Spark: You sit down at a lunch table. The students already sitting there immediately stop talking and look at each other.
Glitchy Thought (Irrational)
"They were definitely talking about me. They always exclude me. I shouldn't even bother trying to sit here."
Safety Valve (Positive Self-Talk)
Situation: Science Lab SIMULATION 05
The Spark: You are working in a pair. Your partner tells you that you are doing the experiment wrong and takes the equipment out of your hands.
Engine Diagnostics Answer Key Engine Diagnostics: Key
Scoring Guide & REBT Framework
Teacher Resource
REF: REBT-03-KEY
Part 1
The Glitch Detector: Answers
"He should have known that would bug me!" The "Must/Should" Rule
"This always happens to me! My day is ruined ." Always/Never Error
"I can tell by the way she looked at me that she hates me ." Mind-Reading Trap
Part 2
Simulation: Acceptable Safety Valves
Acceptable answers demonstrate a shift from an irrational belief (must/always/blame) to a rational, flexible thought.
Simulation 01 (PE Class)
Key Concept: Replacing "personal attack" with "peer excitement."
"He's just excited because they won. It's not about me." / "Winning feels good, and losing feels bad. That's okay."
Simulation 02 (Math Instruction)
Key Concept: Dropping the "picking on me" narrative; accepting the rule.
"She's just following the school rules. I can check the time on the wall clock." / "I'll get it back later."
Simulation 03 (Hallway)
Key Concept: Assuming accidental intent; de-escalating the threat.
"It's really crowded. He probably didn't even notice." / "People bump into each other in the halls. I'm okay."
Simulation 04 (Lunch Room)
Key Concept: Combatting "Mind-Reading" with factual uncertainty.
"I don't know for sure what they were saying. They might have just finished a story." / "I can't read their minds."
Simulation 05 (Science Lab)
Key Concept: Challenging "Always/Never" and "Must/Should" (bossy partner).
"They're just worried about the grade. I'll ask how I can help instead of getting mad." / "I'm still learning."
IEP Goal Performance Rubric
Criteria Independent 1 Prompt Emerging Identifies State Labels feeling accurately without help. Needs "How do you feel?" prompt. Cannot name state. Implements Strategy Uses self-talk immediately. Needs strategy prompt. Requires redirection.
Escalation Engine Facilitation Guide Coach Facilitation Guide
Lesson: Escalation Engine (REBT Framework)
Target Grade
7th Grade / Counseling
Middle School Explainer: The ABCs
A: The Spark
How to explain: Focus on "Hard Facts." It's what a camera would record. No opinions allowed here.
"The Spark is just the facts. A camera can see a ball being kicked; it can't see 'meanness'."
B: The Engine
How to explain: This is the secret step. Most people think A leads straight to C.
"The Engine is your internal DJ. It decides if the music is a calm chill-hop or heavy metal rage. You pick the track."
C: The Exhaust
How to explain: These are the results. Feelings (inside) and Actions (outside).
"If the engine is revving at 5000 RPM, the exhaust is going to be hot and loud."
Talking Points: "Glitchy Thoughts"
Mind-Reading (The Tracker)
Students with Autism often feel "monitored" or "targeted."
Script: "Unless you have a WiFi connection to their brain, you're just guessing. Most people are thinking about their own lunch, not yours."
Always/Never (The Ruiner)
Middle schoolers tend toward "all-or-nothing" thinking.
Script: "Is it actually 100% true? Has there never been a single time it went differently? If there's 1% doubt, 'always' is a glitch."
Must/Should (The Rule-Maker)
Focus on the difference between "Rules" and "Preferences."
Script: "You want it to be fair, but the universe doesn't have a law that says it must be. Getting mad at a 'should' is like getting mad at the rain for being wet."
Catastrophizing (The Bomb)
Help the student scale the problem (1-10).
Script: "Losing your pencil is a 2. A zombie apocalypse is a 10. Your brain is treating the pencil like a 10. Let's recalibrate."
Delivery Tips
Visualizing the "B"
Draw a head on a whiteboard. Use red markers for "Glitchy" thoughts and green for "Safety Valve" thoughts. Show how the Red thoughts lead to a Red Action , while Green thoughts lead to a Green Action . The Event stays exactly the same.
Disputing with Logic
Don't just say "Be positive." Ask for evidence. "What's the proof they hate you?" "Is there any other possible reason they did that?" This "Detective Work" is much more engaging for 7th graders than being told how to feel.
Commander Comms Slides Mission Protocol: Level 2
COMMANDER COMMS
Upgrading your communication dashboard for social problem-solving and relationship repair.
UNIT: SOCIAL SKILLS NAVIGATOR STATUS: ONLINE ENCRYPTION: ACTIVE
The Comm Center
In the last mission, we learned to manage our Emotional Dashboard.
But once you're calm, what's next? You need to use Commander Comms to fix social glitches.
Primary Objective:
Repair the connection without blowing the circuit.
// SIGNAL SCANNING...
Identify the Glitch
The Overload
When we say something hurtful because we are in the Red Zone.
The Disconnect
When we ignore someone or walk away without explaining why.
The Static
A misunderstanding where both people are confused and annoyed.
Which glitch happens most often in your mission?
The Repair Protocol
01
Acknowledge Interference
"I'm sorry I snapped earlier. I was feeling overwhelmed."
02
Adjust Your Signal
"I shouldn't have said that. Can we try talking again?"
03
Listen for Response
Wait for the other person to receive your signal before moving on.
The Comm Logic Protocol
Analyzing the REBT Engine
A
The Glitch
The external event.
Someone bumps into you, a friend ignores you, or a teacher gives a hard direction.
B
The Logic
Your internal code.
What you tell yourself about the glitch. "They hate me" or "It was an accident."
C
The Signal
The mission result.
How you feel and what signal you send (Repair Protocol or Overload).
Commanders update their Logic Code to fix the signal.
Visual Design Mission
Task: The Repair Manual
Every Commander needs a handbook. Draw a comic strip or a "Quick Repair" infographic for your desk.
Show a "Glitch" happening.
Show your Commander "Acknowledge" it.
Show the "Clean Signal" (The Repair).
DASHBOARD_PREVIEW.IMG
Mission Report
A Commander isn't perfect, but a Commander always fixes the connection.
Commander Comms Tracker Document Mission Log: Comms Repair
Signal Strength & Social Problem Solving
COMMANDER:
DATE:
Mission Objective
Track the Commander's ability to identify social "glitches" and initiate a "Repair Protocol" (apologizing, clarifying, or listening) after a conflict or misunderstanding.
Date/Time Glitch Type Repair Protocol Used Signal Strength Prompts Overload, Disconnect, etc. Acknowledge, Adjust, Listen... 1 = Weak 5 = Clear
| |
| | | |
1 = Weak | 5 = Clear
| |
| | | |
1 = Weak | 5 = Clear
| |
| | | |
1 = Weak | 5 = Clear
| |
PROTOCOL: REPAIR-02 PAGE: 01/02
NAVIGATOR_SYSTEM_V2.3
Repair Performance Notes
Mission Debrief (Student Reflection)
I identified a "glitch" occurring.
I used a "Clean Signal" (calm voice/body).
I waited for the other person to respond.
I felt like my mission was successful.
Primary Goal for Next Mission:
Final Mission Observation Summary
Overall Signal Strength
PROTOCOL: REPAIR-02 PAGE: 02/02
NAVIGATOR_SYSTEM_V2.3
Commander Comms Facilitation Guide Facilitation Guide
Commander Comms: Social Repair
ID: COMM-02
Mission Overview
This lesson builds upon "Calm Commander" self-regulation. Once a student is in a "Green Zone," they must learn relationship repair . The focus is transitioning from internal regulation to external social problem-solving.
Key Distinction: Repair isn't just saying "sorry." It's about recognizing the "glitch" and using a "Clean Signal" to resolve interference.
Target Skills
Social Error Recognition
Functional Apologizing
Wait Time/Listening
Mission Steps: Part 1
01
Review the Dashboard (Slides 1-2)
Recap "Calm Commander." Ask: "If your dashboard is in the Red, can you fix a problem with a friend?" Reinforce that Comms only work when the Dashboard is clear.
02
Identifying the Glitch (Slide 3)
Use "Glitch" terminology to depersonalize errors. Overload is emotional; Disconnect is avoidant; Static is confusion. Help student identify their common glitch.
03
The Repair Protocol (Slide 4)
Model signal steps with concrete examples:
Acknowledge: "I know I raised my voice because I was frustrated."Adjust: "I should have asked for a break. Let's try talking again."Listen: Stop talking and wait 5 seconds for a response.
Mission Steps: Part 2
04
The Comm Logic Protocol (Slide 5)
Introduce the ABC model. Guide the student through the Logic Simulations Worksheet to practice identifying the "Internal Code" virus (B) and updating it.
05
Visual Mission & Practice (Slides 6-7)
Transition to the Mastery Maneuvers Worksheet for external signal repair. Have them draw their "Repair Manual" (Slide 6) as a reference.
Coach Notes
Command Center Troubleshooting
Apology refusal:
Reframe as "Signal Verification." It's about ensuring the other person understands your signal.
Dysregulation:
Abort Comms. Return to Dashboard and use a coping strategy first. Repair requires Green Zone.
Extension Idea
Record a mock 'Comms Repair' to analyze tone and body language signals.
Mastery Maneuvers Worksheet Mastery Maneuvers
Field Worksheet: Repairing Social Signals
Commander:
Mission Date:
1
Identify the Glitch
Look at the following scenarios. Which "Glitch" is happening? (Choose: Overload, Disconnect, or Static )
Leo is frustrated with a group project. He shouts "You guys are useless!" and throws his pencil.
DETECTED GLITCH:
Maya's friend says "Hi," but Maya is thinking about a video game and doesn't answer or look up.
DETECTED GLITCH:
Jordan thinks Sam said a mean word, but Sam actually said "That's absurd." Now Jordan is mad.
DETECTED GLITCH:
REF: MANEUVER-A1 PAGE: 01/02
2
Initiate Repair Protocol
Help these Commanders fix their signal. Write exactly what they should say to repair the connection.
Scenario: The Hallway Collision
You bumped into someone in the hall and they fell. You kept walking because you were late. Now you see them in class and realize they were hurt/upset.
Step 1: Acknowledge
Step 2: Adjust
Scenario: The Instruction Ignored
A teacher gave you a direction while you were listening to music. You rolled your eyes and didn't do it. You are calm now and in the Green Zone.
Step 1: Acknowledge
Step 2: Adjust
REF: MANEUVER-A1 PAGE: 02/02
Mastery Maneuvers Answer Key Mission Answer Key
Mastery Maneuvers: Social Repair Solutions
Teacher Use Only
Part 1: Identifying the Glitch
Leo shouts "You guys are useless!"
GLITCH: OVERLOAD
Focus: High-intensity emotional reaction.
Maya ignores a friend's greeting.
GLITCH: DISCONNECT
Focus: Social avoidance or failure to orient.
Jordan mishears Sam's words.
GLITCH: STATIC
Focus: Misinterpretation of intent or words.
Part 2: Repair Protocols (Example 1)
Scenario: The Hallway Collision
Acknowledge
"I'm sorry I bumped you in the hall earlier. I was rushing and didn't stop to help you up."
Adjust
"I should have slowed down. Next time I'll make sure to check if you're okay first."
Part 2: Repair Protocols (Example 2)
Scenario: The Instruction Ignored
Acknowledge
"I'm sorry I rolled my eyes and ignored your directions earlier. I was distracted by my music."
Adjust
"I'll take my headphones off right away next time. I'm ready to finish the task now."
Evaluation Criteria
Commander Scoring Rubric
Specificity: Did the student name the actual error? (e.g., "I shouted" vs "I was bad")
Responsibility: Did they use "I" statements without blaming others for the "interference"?
Action: Did the "Adjust" signal provide a concrete solution for next time?
Logic Simulations Worksheet Logic Simulations
The ABC Protocol: Updating Your Internal Code
COMMANDER:
DATE:
A Activating Event
The social glitch.
B Belief / Code
What you tell yourself.
C Consequence
The signal result.
01
The Whispering Glitch
A (Event): You walk past two friends. They stop whispering and look at you.
B (Initial Belief Code)
"They are definitely making fun of me."
C (Consequence)
Update the Code (New B to change C):
02
The Team Selection Glitch
A (Event): You are picked last for a team. The captain sighs when you join.
B (Initial Belief Code)
"I'm terrible at this and no one wants me."
C (Consequence)
Update the Code (New B to change C):
REF: LOGIC-ABC-S1 PAGE: 01/02
03
The Correction Glitch
A (Event): A classmate corrects a mistake on your group project part.
B (Initial Belief Code)
"They think I'm stupid and they're being bossy."
C (Consequence)
Update the Code (New B to change C):
04
The Unopened Message Glitch
A (Event): A friend is online but hasn't replied to your text for two hours.
B (Initial Belief Code)
"They are ignoring me on purpose because they are mad."
C (Consequence)
Update the Code (New B to change C):
05
The Lunch Table Glitch
A (Event): A friend says, "Sorry, we're saving this lunch seat."
B (Initial Belief Code)
"I'm getting kicked out of the group. No one likes me."
C (Consequence)
Update the Code (New B to change C):
Commander's Insight
"When your C (Signal) feels like an overload, check your B (Internal Code). Is your code accurate? Or is a virus causing a glitch? Update your code to restore clear communications."
REF: LOGIC-ABC-S1 PAGE: 02/02
Logic Simulations Answer Key Simulation Solutions
Logic simulations: ABC Model Solution Bank
Teacher Key
01: The Whispering Glitch
C (Likely Consequence)
Feeling defensive, glare at friends, or start a rumor later.
Updated B (Example)
"They were talking about something private and stopped so I wouldn't hear it. It's not about me."
02: The Team Selection Glitch
C (Likely Consequence)
Feeling embarrassed, low effort in the game, or walking away.
Updated B (Example)
"The captain is just competitive and frustrated because we're losing. I can still contribute."
03: The Correction Glitch
C (Likely Consequence)
Snapping at the peer, "Whatever," or refusing to work together.
Updated B (Example)
"They want our project to be perfect. A spelling fix makes us all look better."
04: The Unopened Message Glitch
C (Likely Consequence)
Anxiety, sending multiple "???" texts, or feeling hurt.
Updated B (Example)
"They probably left their app open but are busy doing homework or dinner. They'll reply when free."
05: The Lunch Table Glitch
C (Likely Consequence)
Social isolation, feeling rejected, or avoiding the group tomorrow.
Updated B (Example)
"It's just one day. Maybe they have a specific reason or a visitor. I can sit somewhere else today."
Facilitation Tip
Encourage students to find "Alternative Logic" that is neutral or positive. The goal isn't to be "happy" about the glitch, but to ensure the Internal Code (B) doesn't cause a system crash (C).
Boundary Blueprint Slides Boundary Blueprint
Respecting Space and the Power of "No"
What is a Boundary?
The Invisible Bubble
A boundary is an invisible line around a person's body, things, and private space. It is especially important to respect the boundaries of female students and friends.
Physical: Not standing too close to a girl.
Privacy: Not touching a girl's phone or bag.
No Means STOP
If a female student says "Stop," "Don't," or "Move back," you must listen immediately.
Hands to Yourself
One Arm Length
Say "Okay"
Girls need to feel safe around you. Respecting their "No" is the best way to be a good peer.
Respecting Her Space
Never do these things:
Looking at her phone/screen
Touching her hair or clothes
Entering her personal desk area
Listening to her private chats
The "Ask First" Rule
If you want to talk to or see something belonging to a female student, always ASK FIRST and wait for her to say "Yes."
"Is it okay if I...?"
Ignoring Boundaries
What happens if I don't move back when a girl asks me to?
Social Impact
• Girls will feel unsafe near you.
• Other students will avoid you.
• You may be labeled as a "harasser."
• It becomes hard to make any friends.
School Rules
• Meeting with School Counselor.
• Strict Behavior Contract.
• Parent-Principal conference.
• Potential Title IX investigation.
The Respect Pledge
"I will respect the GIRLS' SPACE .STOP SIGNALS .RESPONSIBLE student."
Step Back
Ask Permission
Show Respect
Social Success Worksheet Boundary Blueprint
Social Success: Respecting Others' Space
Student:
Date:
1. The One-Arm Space Rule
When talking to a female student or friend, you should usually stay at least one arm length away. This helps her feel safe and comfortable.
Arm Length Space
Name a female student or teacher you talk to at school:
Practice: Next time you see them, stand one arm length away before starting to talk.
2. Reading "Stop" Signals
Scenario A: The Lunch Table
You sit down next to a girl in your class. You want to see what she is eating, so you lean in very close to her tray. She pulls her tray away and says, "Can you please move over? You're too close."
What is the "Stop Signal" she used?
What should you do immediately?
Scenario B: The Science Lab
A female classmate is working on a project. You want to see her drawing, so you reach over to pick up her notebook. She puts her hand on the notebook and says, "Don't touch that, I'm not finished."
What is the boundary you almost crossed?
How can you ask permission instead?
3. Respecting Boundaries
If you keep invading a female student's space after she says stop, list three consequences that could happen at school.
1
2
3
The Social Success Pledge
"I know that everyone has a right to feel safe at school. I will not stand too close to girls, I will not touch their things without asking, and if they say stop, I will move away immediately."
Signature
Boundary Coach Guide Teacher Resource
Boundary Coach Guide
Subject: Cross-Gender Boundaries
Focus: Autism Support
Learning Objectives
Identify the "One-Arm Length" rule for physical proximity to female peers.
Practice asking for permission before touching any female peer's belongings.
Understand that a female student's "No" is absolute and requires immediate distancing.
Recognize the legal and social weight of persistent boundary violations (Title IX, harassment).
30-Min Pacing
0-5 min Space Mapping
5-15 min The "One-Arm" Rule
15-25 min Scenario Practice
25-30 min The Pledge
Key Focus: Respecting Female Peers
Why this specific focus?
Male students with autism may not realize that their physical presence can feel intimidating to female students. Establishing a literal, rule-based approach to proximity helps prevent misunderstandings and serious school disciplinary actions.
Rule 1
The Arm-Length Gap
If you can touch her with your fingertips, you are too close. Step back.
Rule 2
Ask for "Eyes-On"
Ask "Can I look?" before looking at a girl's phone, book, or work.
Discussion Guide
"What does it mean if a girl moves away when you sit down?"
Answer: She is communicating a need for more space. Respect that choice by not moving closer to her again.
"If a girl says 'No' in a quiet voice, is it still a 'No'?"
Answer: Yes. Volume doesn't change the rule. Any version of 'No' or 'Stop' means stop immediately.
Addressing Serious Consequences
For a 7th grader, use clear, non-negotiable terms regarding the principal and legalities:
Social Death
Loss of all friend groups.
Title IX
Official legal school records.
Suspension
Removed from school activities.
Boundary Lesson Script Instructional Script
Boundary Lesson Script
Total Time: 30 Minutes
Lesson: Boundary Blueprint
Preparation Checklist
Slides loaded and tested
Printed Social Success Worksheet
Pencil and highlighter for student
Coach Guide for reference
1
Introduction (0-5 Minutes)
Teacher Script:
"Today we are going to talk about something very important for 7th grade: boundaries. A boundary is like a blueprint for how we treat other people. We are going to focus on how to respect girls' space at school so everyone feels safe and you stay out of trouble. Let's look at Slide 1."
Action: Show Slide 1. Ask the student if they have heard the word 'boundary' before. Acknowledge their answer briefly.
2
Core Concepts (5-15 Minutes)
Slide 2 & 3 Script:
"Look at Slide 2. Imagine an invisible bubble around every person. For girls at school, that bubble is usually one arm-length wide. Slide 3 is the most important rule: 'No' means STOP immediately. Even if you are just joking, even if you think it's funny—if a girl says stop or moves away, you must give her space."
Slide 4 Script:
"Slide 4 is about privacy. Privacy means not touching things that aren't yours. This includes a girl's phone, her bag, or even her hair. If you aren't sure, what's the rule? That's right—Ask First. "
3
Consequences (15-20 Minutes)
Slide 5 Script:
"This slide is serious. If you keep invading a girl's space after she says no, it's called harassment. You will lose your friends, and you will have to meet with the Principal. It can stay on your school record forever. It is much better to respect the 'No' the first time."
Action: Pause for 10 seconds. Let the weight of the school consequences sink in. Watch for the student's reaction.
4
Active Practice (20-28 Minutes)
Worksheet Instructions:
"Now, let's put this into practice. I'm giving you the 'Social Success Worksheet.' We are going to look at Part 1 together. Can you show me what one-arm length looks like between us? Good. Now, let's write down the answer for Scenario A."
Action: Hand out the worksheet. Move around the table to sit beside the student (at a respectful distance) to help them complete the scenarios.
5
The Pledge (28-30 Minutes)
Final Script:
"Last slide. Let's read the 'Respect Pledge' out loud together.
