Dysregulation Prevention and Recovery Planning Guide
Use fictional examples. Leave out diagnoses, medical information, names, passwords and contact details.
Learning goal: Distinguish prevention, acute support and recovery.
A learner becomes overwhelmed during a loud transition. Reduce demands and sensory load, prioritize safety and offer chosen communication and trusted adult support. Use a fictional or de-identified example here; the learner controls what to share.
- Use a fictional example or discuss the situation without identifying a child.
- Complete each planning section with the learner’s choices at the center.
- Select one feasible change, who will provide it and when you will check it.
- Keep any completed paper privately; do not use it to diagnose, rank or label a learner.
Grades 3–5 support: Use the prompts and examples, or explain your ideas in your own way. Ask for words, a scribe or one direction at a time.
Understand the goal and access
Reduce demands and sensory load, prioritize safety and offer chosen communication and trusted adult support. Separate the thinking goal from an access barrier.
Meaningful learning goal or interest
Barrier or preference to check with the learner
Dysregulation Prevention and Recovery Planning Guide
Choose an action together
Invite the learner’s response in their preferred communication mode. Choose one feasible change and an adult responsibility.
Learner’s choice or question
Support action, responsible adult and timing
Optional deeper thinking · Grades 6–8
Compare two support choices for the same intellectually demanding goal and identify how the learner’s preferences shape the decision.
Dysregulation Prevention and Recovery Planning Guide
Review and keep it respectful
Treat overwhelm as potential distress, not automatic defiance; no forced compliance, punishment or restraint activities. Follow school safeguarding procedures. Decide how you will check the support with the learner, not just compliance or speed.
Evidence of access or participation to look for
Review question and next adjustment
My next step
What will I try, and who can support it? Write, draw, dictate, sign or use AAC.
Dysregulation Prevention and Recovery Planning Guide
Accessibility & alternative responses
Use selectable text, clear headings, AAC/partner-assisted participation, read-aloud or large print as chosen. Keep completed plans private; no diagnosis or medical details are needed.
Teacher facilitation
Reduce demands and sensory load, prioritize safety and offer chosen communication and trusted adult support. Treat overwhelm as potential distress, not automatic defiance; no forced compliance, punishment or restraint activities. Follow school safeguarding procedures.
Specialist formats
These printouts are not Braille. Embossed Braille and specialist tactile materials need qualified, technically validated production. The accessible digital version supplies structured text, not a specialist-format substitute.