Speech Therapy -> Self-regulation

Self-regulation

Self-regulation refers to the ability to monitor and/or control one's own emotions, responses and behavior in response to events, sensory stimuli, and interactions experienced. Self-regulation is a cognitive, developmental and sensory based process. Self-regulation is required to engage appropriately in important daily routines and activities, maintain attention, respond to overwhelming, unexpected, aversive sensory stimuli (i.e., by removing stimuli, self, or using strategies), and interact with others. It is important for an individual to sense and understand how he or she is feeling, understand triggers which impact regulation, and utilize strategies and tools to maintain regulation.

Minor focus areas

Skilled interventions

  • Emotional Regulation Hierarchy

    Emotional regulation is the ability to influence and change how we respond to an emotion. Difficulty with emotional regulation can result in difficulty engaging in social interactions and play. Because emotional regulation follows a developmental hierarchy from external regulation (someone else regulating their body to help the child) to self-regulation, it is often helpful for the therapist to use a hierarchy of support: extrinsic regulation (the adult regulates their body as a model for the child), mutual regulation (the adult engages in regulation activities with the child), visual reminder (provide a visual remind of a strategy the child can use), verbal reminder (provide a verbal reminder of a strategy the child can use), offer choices (give the child the opportunity to make a choice regarding a regulation activity), ask about needs (the adult asks the child what they need), and self regulation (the child self-regulates independently). References: Kopp, C. B., (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199-214 & Howland, K. (2014). Developing executive control skills in preschool children with language impairment. Perspectives on Language Learning and Education, 21(2), 51-60. doi.org/10.1044/lle21.2.51.

  • Sensory Strategies

    Sensory strategies include activities and supports that can help a child move into and remain in a state of optimal arousal so that learning can occur. Many children with sensory differences need consistent sensory input, and this can be paired with speech and language therapy. Jessie Ginsburg, The Sensory SLP (https://www.jessieginsburg.com/), shares many examples of how to do this. One example: to target WHERE questions, hide animals around the room and put the child on a spinning office chair. Give the child 3 spins to the right, then 3 spins to the left, and then ask them where one of the animals is (e.g., "Where is the cow?"). Now you're giving them vestibular input while targeting WH-questions. It is important to remember that sensory strategies given my speech therapists should be under the direction of the child’s occupational therapist.

Reference links

  • Learning Two Languages: Bilingualism 1
    www.asha.org     Author: ASHA - Information and resources for SLPs and parents of bilingual children
  • Pathways to Promoting Self-Regulation: What Can SLPs Do? 0
    www.hanen.org     Author: Fay McGill - Self-regulation is the ability to function at our best in whatever task we are involved in. In the literature, there are many differing opinions of what constitutes self-regulation. For our purposes, we will use Stuart Shanker’s definition of self-regulation as the ability to manage the stressors we face in order to maintain a degree of balance (Shanker, 2016). Self-regulation encompasses a variety of factors that support an individual’s ability to be calm, alert and responsive to the stimulation they receive. It may not be surprising that self-regulation is crucial to consider in our work with young children.
  • What Are Executive Functions and Self-Regulation and What Do They Have to Do With Language-Learning Disorders? 1
    faculty.washington.edu     Author: Bonnie D Singer; A. Bashir - In this article, executive functions and self regulation are defined and the reciprocal influence of these factors on the performance of students with language-learning disorders (LLD) is explored. A case study demonstrates the integration of executive functions, self-regulation, and language processes within speech and language assessment and intervention. Clinicians are urged to consider the interactive effects of executive function, self-regulatory, and language processes when addressing the needs of students with LLD.
  • Bilingual Service Delivery 1
    www.asha.org     Author: ASHA - Information and resources regarding bilingual service delivery by SLPs (from ASHA)
  • Bilingual (English/Spanish) Therapy Materials By Bilinguistics 1
    bilinguistics.com     Author: Bilinguistics - Downloads and resources for providing bilingual therapy (Spanish/English)
  • Bilingual (Spanish/English) Evaluation Resources 1
    bilinguistics.com     Author: Bilinguistics - Dozens of speech, language, fluency, and other evaluation resources for bilingual evaluations

Activity List(s)

Visual Schedule Cards

Related Disorder(s)

  • Social communication disorders - Social communication disorder (SCD) is a condition that makes it hard to talk with other people. It's not a problem with speech or with the mechanics of language, like using grammar. But it does impact other areas of language. People with SCD have trouble communicating in ways that are socially appropriate.
  • Autism Spectrum Disorder - Autism Spectrum Disorder (ASD) is a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors. The effects of ASD and the severity of symptoms are different in each person.
  • Post-traumatic stress disorder - Post-traumatic stress disorder (PTSD) is a psychiatric disorder that may occur in people who have experienced or witnessed a traumatic event such as a natural disaster, a serious accident, a terrorist act, war/combat, or rape or who have been threatened with death, sexual violence or serious injury.
  • Attention-Deficit/Hyperactivity Disorder (ADHD) - Attention-Deficit/Hyperactivity Disorder (ADHD) is a disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.