Academy Mission Brief Guide Teacher Resource Academy Mission Brief
Teacher Facilitation Guide: Session 1
Top Secret
Mission Objective
Introduce the concepts of Flexible Thinking and Stuck Thinking . Students will learn that their brain is like a muscle that can be trained to look at problems from different angles, especially when they feel "the heat" (stress).
Supplies
Brain Modes Poster
Pipe cleaners
Detective Notebooks
1
Academy Welcome (5 mins)
Welcome the "recruits." Explain that a Thought Detective's job is to find the truth, even when their brain wants to jump to a fast conclusion. Define a "Stuck Brain" as one that only sees one way (usually a scary or mean way) and a "Flexible Brain" as one that can see many possibilities.
"Recruits, sometimes our brains get 'locked' like a rusty cage. Today, we start training to pick those locks."
2
The Physical Demo (10 mins)
Hand out pipe cleaners. Ask students to make a "Stuck Brain" (twist it tight into a hard, unmoving knot). Then make a "Flexible Brain" (a loose loop that can change shape). Discuss: Which one is harder to break? Which one can adapt to a new situation?
3
Brain Mode Sorting (15 mins)
Use the Brain Modes Anchor Chart . Ask students to identify times they felt "Stuck" this week.
4
The Mission Sign-Off (5 mins)
Students write their names in their "Detective Notebooks" and record one thing they want to be more "Flexible" about this week.
Pro Detective Tip: If a student identifies a "Stuck" thought as "the truth," don't argue. Just say, "That's one clue. As detectives, we need at least three clues before we close the case."
Brain Modes Anchor Chart Final Print Brain Power Modes
Mission Briefing: Session 01
Stuck Brain
"Only one way!"
Fast Conclusions
"They're being mean on purpose!"
Feel the Heat
Heart beats fast, muscles get tight.
No More Clues
Ignores the facts to stay "stuck".
Flexible Brain
"Many ways!"
Wait for Clues
"What else could be happening?"
Keep it Cool
Take a breath and stay calm.
Try New Ideas
Changes plans when needed.
Property of Thought Detective Academy Authorized Personnel Only
Clue Collection Lab Guide Teacher Resource Clue Collection Lab
Teacher Facilitation Guide: Session 2
Level 2 Access
Session Goal
Help recruits distinguish between a Fact (something everyone can see and agree on) and a Feeling (how we react to the fact). This is the foundation for stopping hostile attribution bias—separating the event from the assumption.
Lab Gear
Fact vs. Feeling Worksheet
Magnifying glasses (optional props)
Index cards
1
The Mystery Box (10 mins)
Place an object (e.g., a bumpy rock) in a box. Have students feel it without looking.
2
Clue Sorting (15 mins)
Use the Fact vs. Feeling Worksheet . Read scenarios (e.g., "The teacher walked into the room") and identify the facts.
3
The "Camera" Tool (10 mins)
Teach students to use their hands to make a "camera lens." Looking through the lens, they can only state what a camera would record (no feelings!). Practicing this helps slow down the brain during high-stress moments.
Lab Note: Hostile attribution bias lives in the "Feeling/Opinion" world. By pulling back to the "Fact," we give the Flexible Brain a chance to turn on.
Fact vs Feeling Worksheet Student Material Detective Name
Date
The Camera Lens Lab
Fact vs. Feeling Training
Detective Rule: A FACT is what a camera records. A FEELING is what your brain thinks about the fact. Separate them to find the truth!
1 SCENARIO: Someone bumps into your backpack in the hall.
The Camera Sees (Fact)
Ex: My backpack moved forward and a person was behind me.
My Brain Thinks (Feeling)
Ex: They did that on purpose to be mean to me!
2 SCENARIO: The Principal walks into the classroom and looks at you.
The Camera Sees (Fact)
My Brain Thinks (Feeling)
3 SCENARIO: Two students are whispering and laughing nearby.
The Camera Sees (Fact)
My Brain Thinks (Feeling)
Mission Reflection
Which is easier to change: The Fact or The Feeling?
I think...
Evidence Check Scenario Cards Student Material Evidence Check Cards
Part 1: Cases 001-002
Cut Along Dotted Line
Case File #001
The Situation: A teacher you don't know walks into the room and talks to your teacher.
The Stuck Brain Assumption (The Trap)
"They are coming in here to get me because I was bad."
Challenge: Name 3 Other Reasons
1
2
3
Case File #002
The Situation: You get a math paper back and it has red circles on it.
The Stuck Brain Assumption (The Trap)
"The teacher hates my work and thinks I'm stupid."
Challenge: Name 3 Other Reasons
1
2
3
Evidence Check Cards
Part 2: Cases 003-004
Case File #003
The Situation: A group of kids is laughing at a table across the cafeteria.
The Stuck Brain Assumption (The Trap)
"They are laughing at me and making fun of my lunch."
Challenge: Name 3 Other Reasons
1
2
3
Case File #004
The Situation: You say "Hi" to a friend in the hallway, but they keep walking.
The Stuck Brain Assumption (The Trap)
"They are mad at me and don't want to be friends anymore."
Challenge: Name 3 Other Reasons
1
2
3
Evidence Check Cards
Part 3: Cases 005-006
Case File #005
The Situation: The Principal calls your name over the loudspeaker to come to the office.
The Stuck Brain Assumption (The Trap)
"I'm in big trouble and I'm going to get suspended."
Challenge: Name 3 Other Reasons
1
2
3
Case File #006
The Situation: You trip on a backpack in the aisle and someone says "Whoops!"
The Stuck Brain Assumption (The Trap)
"They put it there on purpose to trip me because they're mean."
Challenge: Name 3 Other Reasons
1
2
3
Assumption Trap Guide Teacher Resource The Assumption Trap
Teacher Facilitation Guide: Session 3
Stuck Brain Zone
What is the Trap?
The Assumption Trap is when our "Stuck Brain" fills in the blanks of a story with a mean reason. This session teaches students to look for Evidence before deciding why someone did something.
Session Gear
Evidence Check Worksheet
"Case File" cards
Red/Green Markers
1
Mind Reading? (5 mins)
Ask the recruits: "Can you read minds?" (No!) "Then how do we know why people do what they do?" Explain that if we don't know for sure, our brain often takes a 'short cut' and assumes the worst. That's the Trap .
2
The Three-Reason Rule (15 mins)
Present a scenario (e.g., "The teacher called your name across the room").
3
The Evidence Check (15 mins)
Guide students through the Evidence Check Worksheet . Focus on the student's specific triggers: people entering the room, behavior interventionists, etc.
Hostile Attribution
Assuming someone did something bad to you on purpose when the reason is actually unclear.
Evidence
The facts that prove whether an assumption is true or false.
Warning / Differentiation: For students with ASD, "gray area" thinking is hard. Use a physical "Evidence Scale" to show that if we only have 1/10 evidence, we can't be 100% sure.
Body Alarm Lab Guide Teacher Resource Body Alarm Check
Teacher Facilitation Guide: Session 4
Critical Alert System
The Body Signal
Before the "Stuck Brain" takes over completely, the body sends out Early Warning Signals . This session helps recruits identify their personal "Body Alarm" so they can use their detective tools before they escalate.
Supplies
Body Alarm Map Worksheet
Red markers/crayons
Detective Tool Cards
1
The Alarm System (5 mins)
Explain that every detective has a built-in alarm. It's meant to keep us safe, but sometimes it goes off when there is no real danger—it just feels like it. Ask: "Have you ever felt your heart go boom-boom-boom even when you weren't running?"
2
Mapping the Heat (15 mins)
Hand out the Body Alarm Map . Students color in the areas where they feel "heat" or "tightness" when their Stuck Brain starts talking.
3
Tool Selection (15 mins)
Introduce the Detective Tool Cards . These are "physical tools" to turn off the Body Alarm. Practice one today: The 4-Count Investigation (Square Breathing).
Body Scan Insight: For students with ASD, physical sensations might be felt as general "discomfort" or "annoyance" rather than specific emotions. Helping them link "fast heart" to "Stuck Brain" gives them a concrete signal to look for.
Body Alarm Map Student Material Detective Name
Alert Level
Body Alarm Map
Identifying Early Warning Signals
Color where you feel the heat
Hot/Tight
Fidgety
Cool/Calm
My Top 3 Signals
When my Stuck Brain starts talking, I feel...
Fast Heartbeat
Sweaty Hands
Clenched Fists
Tummy Tightness
Face feels hot
Loud Voice
Detective Reset
When I feel my Body Alarm, I will use this tool:
(Ex: Take 3 deep breaths, count to 10, or use the Camera Lens)
Mission Debrief
"If I can catch my alarm early, my Flexible Brain has more time to think."
I commit to watching my alarm this week.
Coping Skill Cards Student Material Detective Tool Cards
Physical Tools to Reset Your Body Alarm
Tool: The 4-Count Investigation
1
Inhale for 4. Hold for 4.
Resets your "fast heart" alarm.
Tool: The Camera Lens
2
Stop! What would a camera see?
Stops mean brain assumptions.
Tool: The 5-Clue Count
3
Touch 5 things in your pocket.
Brings your brain back to the room.
Tool: The 3-Reason Rule
4
Find 3 other reasons
Unlocks your Flexible Brain.
Mission Instruction
Cut these cards out and keep them in your detective kit. When you feel your Body Alarm, pick a card and follow the steps to stay flexible.
Case File Practice Guide Teacher Resource Case File Practice
Teacher Facilitation Guide: Session 5
Field Ops Training
Real-World Application
Now that recruits know the tools (Fact vs. Feeling, Evidence Check, Body Alarms), they must use them in "Field Scenarios." This session uses social stories and scripts to practice Flexible Thinking in real-time before moving to graduation.
Lab Gear
Case File Scripts
"Pause" button prop
Badge stickers
1
The Warm-Up (5 mins)
Review the three main tools: Camera Lens (Fact vs. Feeling), The 3-Reason Rule, and The Body Alarm. Explain that field work is harder because things happen fast!
2
Scenario Scripts (25 mins)
Use the Case File Scripts for role-playing:
Read the "Social Story" portion first.
Have students "Role Play" the Stuck Brain response (acting it out briefly).
Hit Pause! Re-play the scene using a Flexible Brain response.
3
The Peer Check (5 mins)
The typical peers provide feedback: "When you used your Flexible Brain, I felt [safer/happier/etc.] because I knew you weren't mad at me."
Field Director Note: If the student gets stuck during role-play, use a "Phone a Friend" option where the typical peers can suggest a "Flexible Clue" to help him get back on track.
Case File Scripts Student Material The Case File Scripts
Training for Real-World Field Work
Case: The Surprise Visitor
Scene Setup (Story)
The class is working quietly. Suddenly, the Principal walks through the door and whispers to the teacher. They both look over at your table.
Stuck Brain
"I'm in trouble! I'm getting sent to the office!"
Action: Slam pencil down. Shout "I didn't do anything!" and walk away.
Flexible Brain
"Maybe they're just talking about a fun event."
Action: Take a breath. Wait for more clues before reacting.
Case: The Loud Hallway
Scene Setup (Story)
You are walking in the hall and a group of students from another class starts laughing as you walk by. You think you hear your name.
Stuck Brain
"They're making fun of me! I need to yell at them!"
Action: Turn around and yell "Shut up! You guys are mean!"
Flexible Brain
"They might be laughing at a joke. I can't hear them."
Action: Keep walking. Check your Body Alarm to stay cool.
Case: The Recess Refusal
Scene Setup (Story)
You ask a friend to play. They say "No, not right now" and walk over to play on the swings with someone else.
Stuck Brain
"They don't like me! They're being mean on purpose!"
Action: Cross arms and refuse to play at recess.
Flexible Brain
"Maybe they just really felt like swinging right now."
Action: Find someone else to play with or join a different game.
Detective Field Notes
1. One clue that helps me stay flexible:
2. How I feel when I choose the Flexible Script:
Detective Graduation Guide Teacher Resource Graduation Day
Teacher Facilitation Guide: Session 6
Mission Complete
The Final Step
This final session is about generalization and celebration . Students will assemble their "Flexible Thinking Toolkit" (a summary of their favorite detective tools) to keep in their desks or folders for future use.
Supplies
Toolkit Summary Sheet
Academy Diplomas
Small treat/stickers
1
Recruit Review (10 mins)
Quick-fire review of the 3 Academy Rules:
2
Building the Toolkit (20 mins)
Students complete their Flexible Thinking Toolkit sheet. Encourage the ASD student to be very specific about his "Go-To" tool for when a visitor enters the room, as this was his primary target trigger.
3
Graduation Ceremony (10 mins)
Present the Academy Diplomas . Have peers share one "Strength" they saw in each other during the 6 weeks (e.g., "I liked how [Name] used his Camera Lens when we were role-playing").
A Note on Maintenance: To keep these skills alive, check in with the teacher. Suggest they use the "Camera Lens" vocabulary in class when anyone is feeling stressed, making it a universal tool rather than just a "counseling group" tool.
Flexible Thinking Toolkit Student Material Detective Name
Academy Rank
Flexible Thinking Toolkit
Summary of My Detective Skills
Tool 01
The Camera Lens (Fact vs. Feeling)
When I feel "the heat," I look for the FACTS only.
My Fact Checklist:
What would a camera record?
Am I ignoring "Mind Reading"?
Tool 02
The 3-Reason Rule
I will not get caught in the Trap. There are other reasons!
Reason A
Reason B
Reason C
Tool 03
The Body Alarm Reset
If my heart goes fast or tummy gets tight, I use my reset tool.
My Go-To Reset Is:
Ex: Square breathing or 5-clue count...
Detective's Oath
"I promise to use my Flexible Brain to look for evidence before I decide that someone is being mean on purpose."
Authorized Signature
