Full Course Description

Self-Regulation in Children - Sessions 1 & 2

Program Information

Objectives

Communicate how sensory, language, and executive skills impairments create fight/flight/freeze and defensive responses that lead to dysregulation and related behavioral issues in children.
Select the appropriate intervention strategies to improve student skills including self-control, social success, emotional regulation and task completion.
Employ behavior modification techniques and problem-solving strategies to diffuse students' escalated and oppositional behavior.
Implement environmental strategies to accommodate children’s processing deficits and emotional regulation needs.
Utilize problem-solving strategies to develop appropriate behavioral expectations and coping mechanisms for improved self-regulation skills in students.
Apply cognitive restructuring strategies to reduce frequency, severity and duration of children’s behavioral and emotional outbursts.

Outline

Treatment Approaches using Processing Perspectives

Improve self-regulation in children through our own paradigm shifts
Ping + Ping + Ping = Frustration and dysregulation
De-escalation strategies and precursers to problem-solving
Behavioral and mindful intervention for dysregulation triggers

Sensory Deficits

Integration, meaning and perception
Experience your own dsyregulation to sensory challenges
Reduce sensory triggers
Desensitize strategies to reset the “panic switch”
Manage the environment to reduce sensory overload

Language/Learning Deficits

Incorporate language processing into our understanding of behavior
Meaning = perception = reality = response
Your emotional response to their language challenges
Recognize, validate and problem-solve common language deficit triggers
Social Pragmatics insight and behavior

Executive Functioning Deficits

Impact of processing inconsistencies on daily functioning
Experience how we might set kids up to fail without realizing it
Problem-solving strategies to improve organization, working memory and meta-cognitive deficits
Environments that manage fidgeting, restlessness and inattention and provide positive social-emotional regulation
Roadblocks created by executive skills deficits

Perspective-Taking and Meaning

The "Set-up": Child's expectation + delayed development = failure
Develop appropriate expectations: Pitfalls and strengths of developmental models
Strategies for triggering triggers
Reinforcing desired behavior using Nurtured Heart Approach

Behavioral Strategies

Create realistic expectations through better understanding of the child’s process
Behavior modification and skills coaching: resetting and choices to improve self-regulation
Environmental structures that regulates
Empower children to improve self-regulation
Cognitive restructuring to reduce tantrums and emotional dysregulation

Problem-Solving Strategies

Reduce stressors
Improve child’s acceptance and personal responsibility for behavior
Create realistic expectations
Learning/teaching flexibility
Use language to self-regulate

Neuro-Biological Considerations

Diet/food
Supplements/vitamins
Sensitivities/toxins
Movement and exercise to regulate the brain

Copyright : 16/12/2016

Improve Self-Regulation Through Language & Communication Skills - Sessions 1-4

OUTLINE

Relationship Between Language and Behavior

Language comprehension and expression
Language pragmatics
Dynamics of shared risk factors: depression, family conflict, parent education, fathers, and attachment

Role of Language in Self-Regulation

Internal state words/words that express:
- Volition/ability
- Physical states
- Perception
- Emotions
- Morality
- Thought
Working at the intersection of social-emotional and language development
Facilitate self-regulatory language
Theory of Mind
Executive Function

Strategies for Language Disorders/Delays

Determine knowledge and use of internal
state words
Fast mapping internal state words for early language
Words for:
- Intention
- Ability
- Judgment
- Cognition
- Time
- Condition build problem-solving
Self-talk for problem-solving video

Strategies for Emotional/Behavioral Disorders/Conduct Disorder

Screen for language reception, expression, and pragmatics
Identify behavior problem and use corresponding verbal input
Debrief after problem episode
Script development demonstration and video examples
Use role models
Co-regulation strategies
Nonverbal body-calming techniques

Strategies for ADHD

Focus and condense instructions
Language for organization and staying on task
Determine child’s level of language skills
Cues for low to high language levels
Transition to self-cuing

Strategies for Autism Spectrum Disorder

Translate behavior to words
Pair sensory experiences with words for physical states and perception
Recognize and represent emotions
Apps for storytelling
Personal narratives for high functioning ASD

Strategies for Trauma/Maltreatment

Apply attachment theory to daily conversations
Relationship-based language
Personal narratives
Language to decrease disassociation and hyper-vigilance
Internal state words to build awareness of child and self
Case study

Strategies for Children at Social Risk

Increase language interactions in small groups
Use social-emotional themes: lesson plans
Internal State Language Intervention
Program (ISLIP) handout
Video demonstration of ISLIP lesson plan

OBJECTIVES

Characterize the roles of language comprehension, expression, and pragmatics in the development of self-regulation.
Articulate the role of internal state words in the development of self-regulation.
Analyze shared competencies for the multidisciplinary team providing service to children.
Articulate the key elements of reflective practice in the therapeutic setting.
Evaluate appropriate strategies (based on the service setting) to increase self-regulation
Develop appropriate interventions that can readily become part of the program currently being used for children at participant’s service setting.

Copyright : 30/09/2016

Self-Regulation: Proven Strategies for Children with ADHD, High-Functioning Autism, Learning Disabilities or Sensory Disorders - Sessions 1-4