Emotional Regulation — recognising and responding to big feelings.

Emotional Regulation, explained.

Emotional Regulation is the ability to notice, name and respond to feelings in a way that keeps the participant, and the people around them, safe and connected. For NDIS participants with complex support needs, regulation skills are often a foundational target of a Positive Behaviour Support Plan.

EVSS practitioners use evidence-based, developmentally appropriate strategies tailored to each participant. We don't use one-size-fits-all curricula, every regulation plan is built around the specific feelings, triggers and communication style of the person we're supporting.

The work is collaborative: the participant, their family, their support team, and (where relevant) the school all participate in building shared language around feelings, so the strategies hold up across every environment.

Emotional Regulation is right for:

• ✓Children and adolescents experiencing big emotional responses
• ✓Adults with intellectual disability whose behaviours of concern are emotion-driven
• ✓Participants with autism spectrum disorder building self-regulation skills
• ✓Families and SIL teams wanting a shared way to co-regulate
• ✓Schools needing classroom-friendly emotional regulation strategies

From referral to outcome.

1. FBA hypothesis. The FBA identifies emotion-driven functions of the behaviour.
2. Regulation profile. Mapping the participant's typical emotional responses, triggers and current coping strategies.
3. Shared language plan. The vocabulary the network will use to talk about feelings.
4. Skill-teaching sessions. Practitioner-led sessions teaching the participant to notice, name and respond.
5. Co-regulation training. Family and team training in supporting regulation in real moments.
6. Embed in the PBSP. All regulation strategies are integrated into the Comprehensive Positive Behaviour Support Plan.