Self-regulation
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Self-regulation is the ability to manage one's energy, emotions, attention and behavior to fit the situation and reach goals.
Topic: Motor and sensory
In plain terms
Self-regulation includes noticing one's own state (calm, anxious, wired, tired), choosing a strategy, and returning to a ready-to-learn state. It develops over childhood and depends on support from adults, called co-regulation, especially at first. Stress, sleep, hunger and sensory needs all affect it, so a student's regulation can look very different from one day to the next.
How it shows up in an IEP
Goals target observable steps: identifying a feeling, choosing a strategy from a menu, and returning to the activity within a set time. Data is usually opportunity-based or duration.
Example
When frustrated during math, a student points to a feelings chart, chooses deep breathing or a 3-minute break, and returns to work, in 4 of 5 observed moments.
Related terms
- Sensory processingSensory processing is how the nervous system takes in, organizes and responds to sensory information like sound, touch, movement and light.
- De-escalationDe-escalation is a set of calm, planned adult responses that help a student who is becoming upset return to a regulated state safely.
- Counseling servicesCounseling services are an IEP related service, from a counselor, psychologist or social worker, that supports a student's emotional and social needs.
- Emotional disturbanceEmotional disturbance is an IDEA category for emotional or behavioral conditions that last a long time, to a marked degree, and affect learning.
- Check-in/check-outCheck-in/check-out is a Tier 2 behavior support in which a student meets an adult each morning and afternoon and gets feedback on a daily point card.
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