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Self-regulation

Understanding that out-of-control behavior in kids is often a learned response can transform how we approach discipline. Children exhibit these behaviors based on their genetic predispositions and learned experiences, seeking to meet their needs. To support self-regulation, we can teach children to engage in less destructive behaviors by implementing calming activities, identifying precursor behaviors, and reinforcing positive responses. This guidance is essential for helping kids replace maladaptive behaviors with healthier coping strategies.

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Self-regulation

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  1. Self-regulation

  2. Out of control kids • Actually they are in control…of getting what they need

  3. Assumptions • Our behavior is a combination of our genetic predisposition (“wiring”) and our learning history • Kids do what they do because they have learned to do what they do to get what they need

  4. Genetic Predispositions • 1. Attention Deficit Disorder • 2. Hyperactivity • 3. Autism Spectrum Disorders • 4. Depression • 5. Addictions (OCD?)

  5. Kids do what they do because they have learned to do what they do to get what they need

  6. Our Job : Teach kids to get what they need in less interfering or destructive ways

  7. Referral behaviors: behaviors we want to decrease • Replacement behaviors: behaviors we want to increase

  8. Teaching Self-regulation • 1. Select calming activities; ideally, these are activities the kids can do without help • 2. Schedule calming activities • 3. Identify precursor behaviors • 4. Prompt calming activities or breaks when you observe precursor behaviors • 5. Reinforce the use of calming activities, especially when the kids are demonstrating precursor behaviors

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