Emotional Intensity and Regulation

No consistent evidence of emotional intensity and regulation in daily contexts

• Does not demonstrate emotional intensity and regulation behaviours
• Relies entirely on adult direction for related tasks

Beginning to show emotional intensity and regulation with significant support

• Inconsistent emotional intensity and regulation; needs adult prompting
• Partial performance in familiar, structured settings

Demonstrates emotional intensity and regulation consistently in familiar contexts

• Applies emotional intensity and regulation reliably in routine situations
• Requires prompting to transfer to new or demanding contexts

Experiences heightened emotional intensity (mood variability, stress reactivity) while developing strategies to regulate it.

• Demonstrates emotional intensity and regulation independently across varied contexts
• Sustains performance without adult support or reminders

Applies emotional intensity and regulation flexibly; can articulate and model it for others

• Articulates own process when applying emotional intensity and regulation
• Transfers skill spontaneously to novel domains