Use of strategies during more emotionally demanding situations.

Performance Descriptors

A student who:

Uses learned strategies for regulating emotions during complex contextual transitions, to accomplish a different or new type of task, because of interruptions, or because of changes in the daily routines typically demonstrates the strategies regardless of the context, OR
Appears to be managing the potential for emotional arousal typically elicited by such situations without demonstrating obvious, visible strategies

Examples

When a Mark's mother is coming in later for a classroom event (e.g. a "Parents and Careers" day), he begins to get excited in anticipation, but quickly remembers to use a strategy to calm down (e.g., sitting on his hands) and focuses on the task at hand.
Janae is in the computer lab when the fire alarm sounds. She is in the middle of an activity and feels frustrated because she wants to finish. Her classmates start going out the door but Janae stays in her seat. Janae remembers that when she's frustrated, taking a deep breath can help her to be less frustrated. She takes a deep breath (observed by the teacher) and then asks her teacher, "Will we come back so I can finish?"
Gavin's classroom teacher informs her students that they will not be having Technology class today because there is a school-wide assembly instead. Gavin was looking forward to going to the computer lab and does not want to go to the assembly. Instead of lining up for the assembly as his teacher has instructed the class to do, Gavin walks toward his desk, but on his way there he pauses and looks up at the "Cooperation" poster hanging on the wall (observed by the teacher). He remembers that one way to cooperate is to follow directions even when you are disappointed. He says, "I need to cooperate," as he turns around towards the door and joins his classmates in line.

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