This blog will explore how educators can teach self-regulation behaviors to students who exhibit maladaptive behaviors in the classroom. 

“Calm down” might be the least helpful thing an adult can say to a student who is actively upset. While the staff member’s intentions may be wonderful, the execution not only doesn’t achieve the desired effect, but it typically creates further frustration for the person in crisis. So how can an educator who works with students who exhibit maladaptive behaviors (“<a href="https://dictionary.apa.org/maladaptation" rel="noopener noreferrer" target="_blank">behavior patterns that are detrimental, counterproductive, or otherwise interfere with optimal functioning</a>”¹) teach them self-regulation?<h2>Getting Started</h2>Before you can expect a student to listen to you about something as personal as regulating their behaviors in crisis situations you have to have <a href="https://www.crosscountry.com/blog/rapport-building-tips-for-tas-sped-aides-and-behavior-aides" rel="noopener noreferrer" target="_blank">rapport with them</a>. A positive pairing or connection creates a safe and supportive environment where the student feels understood and valued, making them more receptive to learning and applying new strategies. Without this foundational rapport, students may resist interventions or feel misunderstood, hindering their ability to engage fully. Additionally, a trusting relationship allows the Aide, BII, or teacher to tailor strategies to the student's unique strengths, needs, and challenges.Also, when a student is in a state of crisis, anxiety, or is engaging in dangerous behaviors it is not the time to teach them self-regulation strategies for the first time. “Stress and cortisol strongly influence memory and are highly important modulators of learning and memory mechanisms”². Therefore a person in crisis isn’t able to learn or remember as well as if they were not in a state of anxiety. Since stress can impact a student’s ability to learn for a while, it’s important to wait for a time when a student is calm, or at their behavioral baseline, to teach them self-regulation techniques.<h2>Teaching Strategies</h2>Utilizing teaching strategies that work for a majority of students is the best practice for instructing students in any new skill. This includes research-backed strategies such as:<ul><li><a href="https://files.eric.ed.gov/fulltext/EJ1079541.pdf" rel="noopener noreferrer" target="_blank">Visuals³</a> - Some examples of visuals are feeling charts, pictorial prompts for a students desk, or even hand gestures.</li><li><a href="https://files.eric.ed.gov/fulltext/ED570617.pdf?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank">Modelling⁴</a> - This entails demonstrating how a particular self-regulation technique is used. It’s important to clearly and simply walk a student through when and how to use a new technique.</li><li><a href="https://www.researchgate.net/publication/359219913_Checking_for_Understanding_Strategies_Using_Formative_Assessments_for_Student_Learning" rel="noopener noreferrer" target="_blank">Checks for Understanding⁵</a> - Frequently stopping to determine whether or not your student is comprehending a technique not only helps the student but it can make your instruction more efficient and effective.</li></ul> Finally, while it is vital to know when and how to teach students self-regulation strategies, you do have to know which strategies you’d like to teach. Below is a short introductory list of self-regulation techniques to utilize with the students you support:1. Sensory Break - Fidget spinners, noise cancelling headphones, weighted blankets, and “cool down corners” are all examples of ways students can take a sensory break. While these tools are all wonderful in their own right, there are more affordable versions of this (i.e. getting a drink of water, bending a paperclip, or taking a walk away from a noisy classroom). 2. Journaling - Many students find verbalizing their emotions difficult or uncomfortable. Allowing them to journal can give them the gift of catharsis.3. <a href="https://www.med.upenn.edu/psychiatry/body_scan_/_progressive_body_awareness.html" rel="noopener noreferrer" target="_blank">Body Scan</a>⁶ - This mindfulness practice grounds a student in the present moment by way of paying attention to various parts of the body. This is a useful technique as it requires no specific tools and can be done anywhere.Interested in learning more about Cross Country Education's Jobs? <a href="https://www.crosscountry.com/education/talent-professions?utm_source=Website&amp;utm_campaign=BLOG" rel="noopener noreferrer" target="_blank">Let us know here</a>. <h2>References:</h2><ol><li>American Psychological Association. (n.d.). Apa Dictionary of Psychology. American Psychological Association. <a href="https://dictionary.apa.org/maladaptation" rel="noopener noreferrer" target="_blank">https://dictionary.apa.org/maladaptation</a></li><li>Lmunoz, L. M. (2013, July 24). Stress hormone hinders memory recall. Cognitive Neuroscience Society. <a href="https://www.cogneurosociety.org/cortisol_memory/" rel="noopener noreferrer" target="_blank"> https://www.cogneurosociety.org/cortisol_memory/</a></li><li>Shabiralyani, G., Shahzad Hasan, K., Hamad, N., &amp; Iqbal, N. (2015). Impact of Visual Aids in Enhancing the Learning Process Case Research: District Dera Ghazi Khan. . Journal of Education and Practice, 6(19).</li><li>Stickler, L., &amp; Sykes, G. (2016, August). Modeling and Explaining Content: Definition, Research Support, and Measurement of the ETS® National Observational Teaching Examination (NOTE) Assessment Series. <a href="https://files.eric.ed.gov/fulltext/ED524044.pdf" rel="noopener noreferrer" target="_blank">https://files.eric.ed.gov/fulltext/ED524044.pdf</a></li><li>Lumpkin, A. (2022). Checking for understanding strategies using formative assessments for student learning. Global Research in Higher Education, 5(1).<a href="https://doi.org/10.22158/grhe.v5n1p50" rel="noopener noreferrer" target="_blank">https://doi.org/10.22158/grhe.v5n1p50</a></li><li>Body scan / progressive body awareness. Body Scan / Progressive Body Awareness | Penn Psychiatry | Perelman School of Medicine at the University of Pennsylvania. (n.d.). <a href="https://www.med.upenn.edu/psychiatry/body_scan_/_progressive_body_awareness.html" rel="noopener noreferrer" target="_blank">https://www.med.upenn.edu/psychiatry/body_scan_/_progressive_body_awareness.html</a></li></ol>

Teaching Self-Regulation Skills to Students with Maladaptive Behaviors

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