Self-Regulation Tool Kit for Physical, Emotional and Cognitive Strategies

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1.05 MB   |   10 pages

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Self-Regulation Tool Kit for Physical, Emotion and Cognitive Strategies
Instructions for Use
Teaching children self-regulation strategies is very important for their physical, mental and general well-being. Self-regulation skills are also related to how successful a student is academically and socially. These strategies can be particularly difficult for students with special needs to master. This tool kit is a collection of strategies that have been categorized into three levels. They have been colour coded to reflect the principles of stop, think and do, or red light, yellow light, green light.
Red tags are strategies for physical self-regulation. Often times, children who do not regulate well will have difficulties with calming down when they have become upset. Children must be calm in order to process information and problem-solve. These strategies are designed to help children calm down when they are upset, or they can be used proactively to promote calmness and prevent escalation.
The yellow tags are part of the second tier of self-regulation. Self-regulation skills require the ability to correctly label emotions and express them in healthy ways. These strategies should be practiced and reinforced regularly and only when the child is calm. They are designed to assist children in understanding how they have control over their emotional responses and can choose how to behave.
The green tags are strategies in the broader tier of cognitive behavior therapy. These strategies are designed to build upon previously learned physical and emotional strategies to promote greater self-regulation abilities. These should not be attempted until the child has at least a few tools mastered for physical and emotional strategies.
As with any tool kit, work with the child to teach them about the various strategies and practice them together. Model what those strategies look and sound like and go over scenarios in which the strategies could be used. Depending on the individual student or child, they will gravitate towards two or three strategies that work best for them. For students who want to carry the SR tags with them, be sure to include only the strategies that they have mastered or are currently working on using.
Sources: "Helping Young People Learn Self-Regulation" by Brad Chapin and Matthew Penner.
"Hunter and His Amazing Remote Control" by Lori Copeland

This resource has been updated 08/10/2014 to include blank cards for kids to create and add their own personal strategies to the tool kit.

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Total Pages
10
Answer Key
N/A
Teaching Duration
Lifelong Tool

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Self-Regulation Tool Kit for Physical, Emotional and Cogni
Self-Regulation Tool Kit for Physical, Emotional and Cogni
Self-Regulation Tool Kit for Physical, Emotional and Cogni
Self-Regulation Tool Kit for Physical, Emotional and Cogni
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