Self-Regulatory Skills | Teach Special Education

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

An area of student need, involving difficulty with using appropriate behaviours for a given situation.

Teaching Strategies

Instructional

• Determine a baseline of current level of self-regulation (Antecedent, Behaviour and Consequence (ABC) chart/frequency chart).

• Determine the function and triggers of behaviours.

• Develop and implement alternative programming goals on the student’s Individual Education Plan (IEP).

• Directly teach self-regulation methods for calming and pausing before acting to make a better choice.

• Positively reinforce appropriate behaviour and/or use of self-regulation strategies – use formalized chart/tracking to do this.

• Re-direct the student at the onset of behaviours or when triggers are present.

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Environmental

• Use preferential seating to position the student close to the teacher for prompts and near assistive technology.
• Reduce visual and auditory distractions.
• Provide stress reduction aids (stress ball, doodling paper, iPod).
• Post a visual schedule.
• Use a visual timer.
• Post classroom rules and consequences.

Assessment

• Provide an alternative setting for tests.
• Allow extra time.
• Allow breaks during testing.
• Use oral testing/scribing.
• Use computers/assistive technology.
• Give advance notice of tests.
• Allow for reference materials to be used during testing.
• Provide a choice of assignments.
• Control selection of students for group projects (teacher chooses groups).
• Chunk assignments into parts and give feedback at each step.

Characteristics notebook pencil

Students with self-regulatory needs may exhibit a variety of inappropriate behaviours including: repetitive actions, physically touching others, inappropriate language, speaking out of turn, being self-injurious, acting aggressively, crying and yelling. They may have difficulty with changes and have immature or unusual fears.

Social Skills Narrative/Story

Resources

Ontario’s Safe and Caring Schools Resource

Self-harm List

Supporting Minds, Ontario Ministry of Education