About this resource
It can be hard to say how upset you are. This five-level thermometer helps people show how strong their feelings are, from calm to very upset. With the person, supporters record what each level looks like and what helps, so everyone responds consistently.
Purpose
To help people recognise and communicate how strong their feelings are, and what helps.
Who it is for
Primary profession: Disability support workers. Also relevant for positive behaviour support practitioners, educators and school support staff, youth workers.
Client or participant group: Children and adults who benefit from visual supports for emotions.
Practice setting: Home, school, day programs and supported living.
Suggested uses
- Daily check-ins
- Emotional regulation support
- Consistent responses across supporters
- Behaviour support planning
Instructions for practitioners
- Complete with the person, using their words and signs.
- Practise using the thermometer when calm.
- Agree what supporters will do at each level.
- Share with everyone who supports the person.
Instructions for clients or participants
- Point to how you feel.
- Use what helps at that level.
Accessibility considerations
Use symbols, colours and numbers together so colour is not the only cue.
Scope and limitations
A visual support. It does not replace a behaviour support plan.
Research basis
Understanding, naming and choosing strategies for emotions are central to emotion regulation; putting feelings into words and finer emotion distinctions are linked to better regulation. Visual schedules and other visual supports are established evidence-based practices for autistic children and young people, and are widely used with others who benefit from visual information.
- Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840x.2014.940781
- Kashdan, T. B., Barrett, L. F., & McKnight, P. E. (2015). Unpacking Emotion Differentiation: Transforming Unpleasant Experience by Perceiving Distinctions in Negativity. Current Directions in Psychological Science, 24(1), 10–16. https://doi.org/10.1177/0963721414550708
- Kircanski, K., Lieberman, M. D., & Craske, M. G. (2012). Feelings Into Words: Contributions of Language to Exposure Therapy. Psychological Science, 23(10), 1086–1091. https://doi.org/10.1177/0956797612443830
- Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 45(1), 157–178. https://doi.org/10.1007/s10803-014-2201-z
- Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. FPG Child Development Institute, University of North Carolina. https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced. Symbols are original line drawings created for Practitioner Plus.
