Emotional regulation is an essential skill for everyone. For many of our students with autism or low-incidence disabilities, emotional regulation is a skill that needs to be directly taught and practiced much like academic or communication skills. Skill deficits in emotional regulation can sometimes be confusing to staff especially when the student excels in other areas. Often we hear from staff that student behavior seems purposeful or manipulative, however, the root of the concerns is actually lacking emotional regulation skills.
Luckily, we see more and more integration of emotional regulation skills instruction in our districts. We love to see this shift in mindset! Today's Executive Functioning Forum will showcase some of these great strategies we have seen across the Miami Valley!
Direct Instruction
The first step is providing direct instruction. Previously we have posted on Superflex and The Zones of Regulation which can be found at the links below:
In addition to published curriculums, many of our teams will use the evidence-based practice of Social Narratives to clearly establish expectations and teach new skills.
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| Feeling Afraid Social Narrative Karyn Smith Tri-Village High School, Tri-Village |
Taking time to talk to students about their feelings and to validate different feelings can be valuable too. It is important to communicate to students that it is normal to experience a variety of emotions.
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| Emotion Conversation Starter Dice Nikki Tinnermann Kleptz ELC, Northmont |
Proactive Supports
Once the student has been taught the emotional regulation skills, it is important to proactively embed opportunities to practice. Initially, when practicing regulation strategies, do so during times when the student is calm and ready to learn. This will present the tools from developing a negative association.
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| Self-Regulation Check In Denise Williams Twin Valley South Elementary, Twin Valley |
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| Daily Incredible 5 Point Scale Check-in Dale Geyer Jane Chance Elementary, Miamisburg |
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| Decision-Making Road Katie Sullivan Valley Forge Elementary, Huber Heights |
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| PAX Tracking Sheet Jen Everett Springcreek Primary, Piqua |
Reactive Supports
Once the strategies have been practiced proactively and the student demonstrates success and understanding, then begin to generalize their use to reactive times when the student needs to apply regulation skills.
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| Calm Down List Caroline Kinnison Northmont Middle School, Northmont |
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| Mad Choices Amy Beanblossom Arcanum Elementary, Arcanum |
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| Take What You Need Encouragement Board Fairmont High School, Kettering |
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| Calm Down Kit Nikki Tinnermann Kleptz ELC, Northmont |
Reinforce
It is important to reinforce students for learning and applying emotional regulation strategies. Often it can be hard for students to understand and apply these skills and it can be equally difficult for staff to see small steps towards progress in this area.
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| Tool Use Recognition Certificate Leslie Mann Demmitt Elementary, Vandalia |
For more great strategies ideas, see our previous post on emotional regulation:
Sharing my ZOR Guess Who game I made for my in-service project! This helped a lot of the zones kiddos I saw be able to learn about each zone, the feelings associated in each zone, and the ability to describe what a person having those feelings may feel or look like. Hoping other OT's can benefit from these projects as well since I know my supervisors and I loved playing with them too!
ReplyDeletehttps://www.teacherspayteachers.com/Product/Emotions-Game-Guess-Who-6737567
Yes! I saw this on the ZOR Facebook page and it was a huge hit! Thanks so much for sharing!
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