Triggers: 5 Caregiver protects by Calming Tools:

(calm and quiet affect; this too shall pass)

5 Student
Curve
4 Caregiver: can act/structure 5 Student may
(limit/stop talking, use visuals.) At a 5 to 4, as student is deescalating, caregiver can:
(not rational. Feels safest when) (be observant, silent)

At a 5 to 4,
student may:
(closer to crisis
than calm)
4 Student may At a 4 to 3, as the student is deescalating, caregiver can:
3 Caregiver: can redirect
(not able to make choices) (supportive)
(not too late to change or leave environment)
4 4
At a 4 to 3, as student is
deescalating, may:
(sad? tired? Embarrassed?)

2 Caregiver: can
(have tools available) 3 Student may At a 3 to 2, as deescalating, may:
3 (still possible to redirect) 3 (think more clearly)

At a 3 to 2, as deescalating, may:
(think more clearly)

2 Student may
(early signs of anxiety) At a 2 to 1, caregiver and
1 Caregiver: can student can move on with
(anticipate triggers) 2 2 schedule.

Caregiver
Curve At a 2 to 1, caregiver and student
1 Student (calm and in control. What’s going on?) can move on with schedule

1 1
Anxiety Curve Worksheet for __________________
From The Incredible 5-Point Scale: The Significantly Improved and Expanded Second Edition, by Kari Dunn Buron and Mitzi Curtis. AAPC Publishing © 2012.; www.aapcpublishing.net. Used with permission.