Children who are autistic, who have ADHD, or who need more sensory processing supports may struggle with self-regulation skills more than other kids. It involves cognition, the sensory systems, behavior…and so much more! Many children struggle with one or more of these areas, making self-regulation challenging. It sounds like a lot, doesn’t it? That’s because self-regulation is extremely complex.
Self regulation in the classroom or school might include a child being able to attend and stay at his desk while the classroom teacher is talking or being able to stay with his class and walk in line in the hallway. Self-regulation skills might include a child maintaining his composure and problem-solving or asking a caregiver for help or guidance when another child takes his toy or being able to self-monitor, control their impulses, and keep their voice quiet in the library. Self-regulation also involves having the ability to generate appropriate behavioral and sensory responses to the input in different situations and daily routines and the ability to demonstrate self control: to monitor and control behavior, attention, motor output, emotions, and social interactions. When we talk about self-regulation in kids, we’re referring to the ability to maintain an arousal level that is appropriate for any given situation.
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