Page 7 - Tracking Executive Function Skills Checklist

Skills that support helpful (pro-social & pro-learning) Behaviours

SELF-REGULATION

EMOTIONAL AWARENESS & LITERACY
I am attentive and aware of my emotions. I can use the Affect Mat and Emotion Wheel to help me describe them.
I have a range of words to describe my affect so it is precise (granulated).
I can identify the 5C need (and specific card with this) behind my ‘affect’ accurately.

EMOTIONAL TOLERATION
When I have an upsetting thought or feeling, I can work through it and self-soothe in a way that is ok for others around me.
I can manage the feelings of frustration or disappointment when things go wrong (frustration or disappointment control) in
ways that are ok for others around me e.g. by explaining what is up rather than screaming.
EMOTIONAL CONTROL
I can change my energy and emotions to suit a situation (e.g. excitement in the playground; calm as I walk into a library.

I can tolerate challenging or boring tasks (task tolerance control) and surf the unpleasant feeling to finish the task.
I regulate and manage my emotions when I feel anxious, worried or sad (anxiety control).
EMOTIONAL FLEXIBILITY

I can stay calm and steady when being corrected or when given feedback about what to improve which feels critical.
My reactions and display of feelings are at a level and intensity relative to the situation.

I stay in positive positions and challenge, negotiate or solution-find positively.
When I get anxious, upset or frustrated, I look at the evidence and explain the different ways it could be interpreted.
EMOTIONAL RESILIENCE

When I experience big feelings (affect), I use a strategy to become calm quickly so people around me are not affected badly.
I can ‘bounce back’ from feelings of sadness, anxiety or anger in an appropriate amount of time relative to the situation e.g.
if I cannot have what I want for dinner, I shift my ‘affect’ to neutral within minutes, not hours.