Self Regulation In Special Ed

Using the Self-Regulation tool book is one of my favourite Behavior strategies. 

This is such a handy tool that got me thinking that I should share some of the benefits that it could offer other students.

Detachable visuals has made this tool very popular with my kiddos. They're able to identify areas of regulation and where they find themselves.   Each student has popped their name on one that's tailored to meet individual needs eg, rewards and their interests, making them individually accessible for managing their own behavior! 

 

They're constantly using the visuals to remind themselves on how to get in the “ready” for work area. They can choose the supports they need and attach them to the boxes provided on each page if they find themselves struggling!

The four areas identified each have visual supports for students to check out how they feel, what area they are in and what they would

need to do to get ready to work.

Student's feel proud that they're able to identify they're  in the "go" area and able to use the visuals to self regulate when they are in the "rest, slow and stop" areas from the visual check list.

Made in 6 slightly different formats and 2 sizes has made it easy to find the best one that suits your students.  Coloured tags have been added that made it faster to find the areas, along with color coordinated visuals, so no mix ups!

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FREE BONUS  BOOK

"My Tool Book"  coping strategy you can try as well!

Visual Supports

How to Teach Critical Communication

Learning new skills is so important for my students!  Requesting "Help" "Break" "Stop" or "Wait" is a huge skill on its own.

This week I want to talk about how I teach Critical skills, and show you some of the visual recourses I use to teach these skills.

Functional Communication

My 5 Tips

1. Help your student to realise when they need to use the break/help card, before they get too frustrated or loose concentration. At the start of any activity, show the student the break card and place the card where they can easily reach it.

2. Point to the break/help card and tell them, “This is your break/help card. You can use it if you need a break.” When your student starts to get frustrated or loose interest, You say “If you are getting upset, use your break card to tell me you need a break/help.” 3.Immediately allow the student to take a break/help from his tasks, or allow the student to move away to the "break area." I found that self regulating visuals on the bottom of the card is a fantastic way of calming your student while on a break. 4. Requesting is an important part of teaching the student to trust and use the visual support, once they are consistently asking for breaks, you may begin to extend the time between the request and the actual break.

5. I added visuals to the bottom of each card in order to redirect the student to what he can do instead, or while using the card and  popped all four cards onto a keyring for easy access!

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