“I Feel, I Can: A Coping Skills Toolbox to Assist Behavior Regulation” provides teachers, parents and other professionals a flexible tool for teaching students about coping skills which can help them learn to better regulate their own emotions and behavior. The materials contained in this resource target coping, frustration tolerance and stress management skills and are ideal for implementing related IEP goals or behavior intervention plans. Materials which incorporate the 5 Point color/number scale, inspired by "The Incredible 5-Point Scale," created by Kari Dunn Buron and Mitzi Curtis (2003), are also included to address emotional literacy by encouraging students to recognize and label their escalating emotions and related triggers.
In addition to offering a comprehensive and interactive visual support, materials are included to teach each of twelve specific coping skills. Each skill has been task analyzed and a suggested list of discrete steps is included for each one. Both color and black and white versions of the visual supports are included and the coping skill tokens are provided in two forms: one which pairs visual icons with words and another which includes only words. A template is provided which outlines a research based strategy for teaching behavior skills and includes examples of how to use it.
The materials included in this resource have all been designed to meet the unique needs of a wide range of learners in general and special education classrooms. Worksheets are provided to expand the learning while supporting differential instruction. These can be mixed and matched in a variety of ways so they appeal to a wide variety of age and ability levels.
“I Feel, I Can: A Coping Skills Toolbox to Assist Behavior Regulation” could easily become a go-to resource in most any classroom or therapy setting. It can be adapted for use in the whole group, small group or one-to-one setting. Instruction can be delivered during structured lessons, as needed to take advantage of “teachable moments,’” or through independent practice to maintain the learning.