Every semester since I began working with children with disabilities, I’m reminded of the importance of self-regulation. If you are unfamiliar with self-regulation, read this informative post explaining the concept!
Far too often, it is difficult for our kiddos to focus on their speech and language when they are not properly regulated or focused! Below are some basic strategies, handouts, and a freebie that I’ve found effective for quick ways to promote self regulation for all of our kiddos!
First, I made a free download that you can snag here.
As you can (hopefully) tell, it’s a volcano! I got the idea for the handout here, but there was no printable. The levels on this handout correspond to the Zones of Regulation (described below). You can have your students fill in their unique ‘tools’ or what they can do to calm down, focus, and be ready to work! They can color or decorate the volcano as they desire as well. Feel free to use the top left portion to write in other things such as things that make them feel frustrated, or how they act when they are in a calm or happy state.The second page of the handout is a simple handout that you can use to have your students identify what state they are in. It is similar to others I’ve found, but more simple and less overwhelming!
I always use the Zones of Regulation handout seen below. My kiddos can write in things they can do to get them in the green zone. I love that this can be customized for each kid with strategies that work for them!
I’ve also compiled a Pinterest board of resources for self-regulation. Feel free to check it out here and repin anything you might want in the future!
So what can you do in your speech room to help your students with self-regulation?
1) Make them aware of it! Help them identify how they are feeling, whether they are happy, tired, frustrated, or out of control!
2) Think of strategies they can use at each stage. Do this before they need them so when the moment arises, they are ready to utilize their ‘tools’.
3) Allow your students to take frequent breaks.
4) Provide fidget toys or other sensory tools as part of their ‘sensory diet’. (e.g.: weighted vests, etc…)
5) Maintain a consistent schedule and/or provide a visual schedule.
6) Secure your student’s attention first, before provided directions or instruction.
For more self-regulation strategies, check out this post.
What are your favorite resources for regulation? Have we used any of the same ones?
Stay tuned for a post on my favorite movement breaks, one of my favorite ‘tools’!