Self-regulation is the ability to attain, maintain, and change arousal appropriately for a task or situation. Many neurological connections are involved including the brain stem, the limbic system, all the sensory systems, the cerebellum, and the cortex. Self-regulation strategies are required for problem solving; self-monitoring; recognition of need for arousal state change or maintenance; organization of time, spaces, tasks, and environment; planning; sustained attention; working memory; choice of goals; and the formulation, execution, and evaluation of strategies.
Catherine uses the curriculum based on “How does Your Engine Run?” by Mary Sue Williams and Sherry Shellenberger to address self-regulation; www.alertprogram.com. “Engine” states include low, just right and high. “Low” is identified as unmotivated, tired, bored, etc. “Just right” is calm, ready, attentive, focused, etc. “High” is loud, excited, irritable, wound up, etc.
Goals include:
1. the student will know how to achieve and maintain appropriate situational
states i.e. low when ready for bed, just right for school, high for recess.
2. the student will be able to ask for what he/she needs using socially
appropriate sensory diet ideas to prepare for, maintain during, or recover
from a stressful event requiring them to be “just right”,
which should be the majority of the time.
Results of these goals may include improved self-regulation, self-advocacy
and social skills. The progression is as follows:
• Learning engine speed words
• Identify engine speeds of others
• Identify engine speeds of themselves
• Experimenting with methods to change engine speeds
• Choosing strategies during therapy sessions
• Choosing strategies independently outside of therapy (sensory
diet)
• Adapting strategies in different environments