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Supporting your Child’s Emotional Regulation
September 15, 2018
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Emotional Dysregulation: Denise Houston MA, LPC Houston Counseling Services, INC
What is it? Poorly modulated/managed emotional response that falls outside typically accepted ranges of emotional responses (e.g. severe mood fluctuations or mood swings) May stem from a trauma or loss experience What does it look like? Angry outbursts: may include destructive behaviors or aggression toward self or others, threats Disruptive behaviors Poor frustration tolerance Depression/withdrawal Apathy/loss of interest in goals Anxiety/worry Poor concentration or focus Fighting Truancy Substance abuse Can interfere with social interactions and relationships
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Emotional Dysregulation How can Parents Help?
Encouragement/ Positive Reinforcement Recognize the good things they do Physical Comfort Assists in calming For Overwhelm versus anger Structure/Routine/ Predictability Bed time Wake up time Meal time Provides external controls Reduce major changes in routines on weekends Creative Corner Location for free, creative play: play doh, sandbox, music, silly putty, finger painting, crayons/paper, etc Nutrition Maintain blood sugar throughout the day Bedtime Routine Sleep is imperative! Start calming minutes before routine: no screens, include parents, relaxing music, reading books Sample Routine: game in bedroom, bath, brush teeth, use toilet, 2 books, lights out, sing a song, Goodnight 5 Minute Rule At least 5 minutes a day with no agenda, child led and undivided parent attention Limit Screen Time No more than minutes per day Discipline the Thinking Brain When calm, in a teachable moment rather than increasing upset/emotion Additional Activities to Attempt Large motor activity Pretend Play Provide positive peer interactions
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Additional Information – author: Dr. Bruce Perry, MD, PhD
Neuroscience to Support Interventions Humans are a social species Associate presence of known people with safety and comfort Heart rate and blood pressure are lower Stress response systems are quiet Stress response systems are interconnected with systems that read/respond to human social cues We often ‘reflect’ or ‘mirror’ the emotions and responses of others “Because of the mirroring neurobiology of our brains, one of the best ways to help someone else become calm and centered is to calm and center ourselves first...” page 245 Regions of the brain control different aspects of development/functioning and must be used/exercised to fully develop For Example: Making choices; Learning from consequences; Responding to emotions Repetition of the appropriate responses is required to retrain the brain and support the child in using a ‘good’ response rather than the ‘bad’ responses used in the past “I cannot emphasize enough how important routine and repetition are..the brain changes in response to patterned, repetitive experiences: the more you repeat something, the more engrained it becomes. Once a pattern is started, it becomes like a groove or a rut, making similar behavior easier, more likely to be repeated.” pages 243 and 245
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Georgia State University
Center for Leadership in Disability
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Georgia State Resources
Positive Behavior Videos Videos describing the FBA/BIP process: function, replacements, consequences Additional resources on Positive Behavior Supports Free access Create a user name and Password to save completed BBQuIPs? GSU Resources BBQuIP The Positive Behavior Videos it is imperative to understand the function, or the ‘pay off’ , the why of your child’s problem behaviors. Then you make sure those problem behaviors don’t get the pay off, and you teach something you want them to do that gets the same pay off. online resource designed to guide educators and parents through the functional behavior assessment/behavior intervention plan process Videos on basic strategies for home, similar to what we discussed earlier tonight, as well as explaining more on functions and function based interventions. Through these they also describe/explain how to use the Brief Behavioral Questionnaire and Intervention Plan tool BBQuIP The BBQuIP you to identify the child’s behavior of concerns, the behavior triggers, and the ways in which the adults responses to the child may be contributing to the behavior. Will give you a starting point for simple interventions.
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Completed BBQuIP Background information for ES. Favorite activities: reading playing games with others watching movies. Disliked/less preferred activities: brushing teeth eating new foods following directions. Personal characteristics: Energetic or Active. Behavior when upset: Verbal. Routine or responses that aid in calming: Talk it through. Regular mode of communication: Speaks in sentences. Recent goals mastered: math dressing self resting when sick. Hypothesis Statement: ES engages in the behavior of yells/screams during the following time: "depends on situation" and when the following situation is occurring ""when she doesn't get what she wants when she is mad"" and when the following happens "when told no; when angry or excited". The typical consequence for the behavior includes the following "we talk to the child." ES is trying to say "I want something" through the behavior, which suggests that this is the function of the behavior. Behavior Intervention Plan: Prevention: The following strategy(ies) "give a transition cue use a rewards chart" have been identified as ways to make the behavior of "yells/screams" less likely to occur. Replacement: "accept alternatives" has been identified as a skill to increase. A good way to teach this would be through the use of "Social Story – Construct a story with pictures and words in which the student confronts a difficult situation and demonstrates the desired behavior, including self-reminders the student may use. The story can be read at a regularly scheduled time, as well as in preparation for situations expected to be difficult.." Skills instructor(s): The following person/people "parent" would be the best person to teach this skill. A good time to teach this would be at the following time or during the following activity: "when she is calm and attentive." Generalization: To increase generalization of the newly learned skill, adults should do the following: "Use multiple examples." In the event of a behavioral incident problem, we will use the following strategy: "Ignore the behavior and redirect the child by presenting a choice of two positive alternatives.." Commitment: MS developed this plan on 3/3/2015. The team will review it on 3/15/2015. Melissa Simpson will ensure that this plan is carried out as outlined.
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The Incredible 5 Point Scale Zones of Regulation
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5 Point Scale Authors: Kari Dunn Buron and Mitzi Curtis
Strategy for self monitoring and self calming/coping Originally designed for children with an Autism Spectrum Disorder Individualized scale created for each person/situation Examples: Anger, Anxiety, Frustration, Fear, Voice Level, Big Problem/Little Problem, Appropriate Physical Interactions with Others Student Sample Anxiety Curve Worksheet
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5 Point Scale - continued
Won’t be a quick fix Process: Identify the name/behavior targeted Label on a scale of 1 to 5 what it looks like, feels like, and what coping strategies are helpful/appropriate Practice using when calm/rational Slowly implement during times of escalation Resources: Books Amazon m/
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Zones of Regulation
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Additional Web Based Resources
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Online Resources Center on the Social and Emotional Foundations for Early Learning Technical Assistance Center on Social Emotional Intervention Stress Free Kids Center for Effective Collaboration and Practice Child Mind Institute Harvard Graduate School Article Teaching Frustration Tolerance - (PBS)
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Questions?
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