• 1) Emotional identification,

• 2) Emotional understanding,

• 3) Emotional regulation.

 In contemporary literature on child development, a child's mastery of the "Three 'E's" is highlighted as being essential for his or her ability to actively participate and adapt to the demands of different social partners and different social settings. These capacities are often challenging for children with social learning disabilities, social-emotional vulnerabilities, and children with regulatory challenges. With the Feelings Book, children are provided with a simple visual tool for: (a) selecting and expressing one's emotional state, (b) considering the intensity of that emotion, and (c) comparing the emotional event to other events that evoked a similar reaction. Additionally, children are provided with an easy reference guide for (d) selecting appropriate coping strategies that coincide with their ever changing emotional states. In our clinical therapy sessions and social skills groups, we have implemented these visual supports with great success, as each tool can be individualized to the child's unique needs as well as a family's preferences in regards to coping strategies that match the expectations of their household and culture. Development of the Feelings Book was strongly influenced by Dr. Tony Attwood and Carol Gray.

The Feelings Book is appropriate for any child who has difficulty with emotional identification, understanding, and regulation. It is most suitable for children in the elementary school years. Additionally, children who have difficulty expressing their emotions in appropriate ways may also benefit from intervention guided by the Feelings Book. Before using this support, a child should already have a basic vocabulary of emotion words, reading skills at the 1st grade level or above, and basic drawing or writing skills (or a caregiver willing to take dictation).

 How do children use the Feelings Book?--A child may learn to identify and/or express his or her emotions using a broader range of emotional vocabulary. The authors have included the following emotions: happy, silly, sad, embarrassed, bored, scared, frustrated, and mad. In order to foster a sense of emotional understanding, children are then encouraged to write about new events that can be associated with a particular emotional state and determine the intensity of their emotional reaction on an emotion meter.

Lastly, with the Feelings Book, a child is encouraged to learn about emotional regulation by recognizing socially appropriate coping strategies for reacting to an event depending upon the context and intensity of his or her emotional state. Although example coping strategies are offered for each child, it should be noted that each child, family, and educational team is encouraged to add unique and individualized coping strategies for emotional regulation. Samples included in the Feelings Book include, but are not limited to, requesting an opportunity for a retreat to a quiet place, requesting to go for a walk, and requesting for a hug from a familiar social partner.

Each Feelings Book Kit includes the following items:

1) The 17-page book, laminated for durability and easy use,

2) A dry erase marker, and

3) "Step-by-Step--Lessons for Implementing the Feelings Book," a guide to fostering the "Three E's."

Emily Rubin, MS, CCC-SLP is a speech language pathologist specializing in autism and related developmental disabilities. As Director of Communication Crossroads, she provides consultations to various educational programs. She is an adjunct faculty member at Yale University, where she has served as a member of their Autism and Developmental Disabilities Clinic. Amy Laurent, OTR/L is a pediatric occupational therapist affiliated with Communication Crossroads. She specializes in identification and treatment of emotional regulatory difficulties associated with autism and related developmental disabiliites. Working as a private practitioner, she provides comprehensive evaluations, direct therapeutic services, home programs, and consultations to educational programs for children with asutism spectrum disorder and their families.

17 pages. 2004