Updated: Feb 18, 2019
If you've been around the Children In Motion blog or followed us on Instagram or Facebook for very long, you probably have read something about sensory processing. And if you have read something about sensory processing then you definitely know about self regulation (if you are new & starting to feel kinda lost, no worries, I'll catch you up to speed). In my last blog post about self regulation I explained what self regulation is, gave examples of what effective & ineffective regulation looks like, pointed out what contributes to regulation, and then left you with a handful of ways you can help your child stay regulated (plus I included a really great freebie). Now that you have a better understanding of self regulation, I would like to walk you through the specific process that I use when I'm treating children with self regulation challenges in hopes that you could do this with your child and that it would make a huge difference for your family.
The first step in addressing self regulation challenges is to understand the different levels of regulation and to be able to identify where your engine is running. I use the "How does your engine run?" model from Mary Sue Williams and Sherry Shellenberger when I'm trying to explain self regulation to my kiddos and their families. There are three levels of regulation-
During my treatment sessions I will periodically ask so & so, "where is your engine?". Or I'll verbally evaluate where my engine is running with my kiddos. The goal is to always be in green, but we all know that is pretty hard to do! Let's take a look at what each level of regulation can look like.
Can look like...
-having trouble controlling body
-moving too fast
-having trouble following directions
-making unsafe choices
-using loud voice
-out of control
-tense body posture
-mad, scared, overexcited, or anxious
-code words: "I hate you" "You're not my friend" Bathroom talk
*needs calming input*
Can look like...
-having difficulty transitioning
-low self esteem
-little to no persistence
-code words: "I don't know" "I can't decide" "In a minute"
*needs alerting input*
Can look like...
-making good choices
-being a good listener
-working well in a team
-easy to learn
It's important to observe your child for any patterns with their engine level. For example, your child could repeatedly slip into a red engine when it comes time for them to do homework. Another example is you notice your child frequently has a red engine when you go to birthday parties or are in an environment where there is a lot of commotion. A last example could be when your child comes home from school everyday their engine is running on blue because they are so exhausted from the school day.
Once you have a grasp on where your child's engine runs, you can then start to implement specific strategies to keep them in green.
When an engine is running high, it needs calming sensory input to help bring it down to green. Calming input could be rhythmical music, muscle work, chewing gum, or drinking a milkshake.
When an engine is running low, it will need alerting sensory input to bring it back up. Some examples of alerting input are unpredictable music, muscle work (muscle work is both calming and alerting), movement breaks, and/or a sour snack.
There are tons of strategies out there, you just have to experiment and see what works best for your child. Self regulation plays a huge part in your child's life, so it's definitely worth putting in the extra time and resources if you feel your child is struggling. If you have any concerns I am always willing to talk them out with you, just give me a call or email me!
I have two resources for you if you are interested! #1. An engine speedometer to help visualize where your engine in running and #2. A list of calming and alerting strategies for you to try out. Make sure you grab them below and let me know what you think below in the comments! When does your child or student frequently slip into a high engine?