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Self-Regulation (Domains of S.R. (Biological (Measured on a Continuum…
Self-Regulation
Domains of S.R.
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Cognitive
ability to monitor and modify behaviour related to mental processes (memory, attention, problem solving, acquisition & retention of information)
Social
ability to recognize, understand, assess, and act on social cues (engage & sustain social interactions)
Biological
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Environmental sensitivities due to audio, visual, or sensory
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Signs of Self Regulation
Biological: humming or chewing things,
fidgeting (e.g., tapping, jiggling), or constantly moving may
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Cognitive: focus, sustain, switching attention;
sequencing thoughts; and ignoring distractions
Prosocial: demonstration of regulation in each domain and using these behaviours in the desire to help a friend
Social: respond appropriately to cues using facial expressions or tone of voice and playing cooperatively with others
Basic Steps
- Reading Signs & Reframing: understanding stress behaviours & signs
2. Identify/Recognize Stresses: what/and or when are common stressors for individual child or children in general
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4. Becoming Stress Aware (reflecting): recognizing when we/child are over stressed and what causes stress
5. Developing strategies that promote restoration & resilience (responding to): need to be unique to each individual child & family
Adult Influences
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Spec. Ed Teacher
steps in if required by CRT when child's behaviour persists & might need to consider if a physical issue is a cause