Regulation Before Expectations

As I sit here writing this blog post I am thinking about heading back to my school job. I am going to be honest with you, it makes me feel anxious. If I am feeling this way, then I am sure some of my students are having similar feelings. This was my AHA moment bringing me back to a virtual training that I just attended in July hosted by the Autism Little Learners Preschool Summit. 

This was a training that has similar approaches that I try to incorporate into my therapy sessions. You can only imagine the excitement I felt knowing there are new therapy tools I can add to my toolbox. It will be exciting to update the way I work with my students. After 20 years in the therapy field sometimes I feel like you get into a routine sticking with what feels comfortable or safe. In this profession I am always looking for new ways to help my students. 

Regulation: what does that word even mean? If we type the word into the google search browser it gives you many definitions. After reading through the list, I spotted the definition that best fits the context we are talking about. The Cambridge English Dictionary defines the word regulation as Chemical processes: The chemical and nerve processes that help people adjust to changes in themselves and their environment. Reading this resonates with me as this is 90% of my job these days especially with my littles (preschool and Kindergartners).  It is so crucial to help students explore different calming/alerting tools to find what will effectively help them reach their optimal learning level or just right feeling. 

Let's take a second to reflect on yourself, what are some tools you use to help regulate? Mornings are difficult for me so one way I regulate is to start my day with a coffee in hand. I also like to listen to upbeat music on my ride to work to help lift my spirit.  If I do this every morning it puts me in that just right mode ready for my workday. However, there are days that do not run as smoothly as the day I walked out of my house without my purse, and I had to turn around to go back and get it. This put me behind making my whole morning stressful. It took me till lunch and falling back into my familiar routine to regulate. Why am I telling you all this? It's to help put in perspective because the kiddos may be behaving differently than normal. The difference between me and my students when unregulated is I can communicate what is wrong and I know what tools will help me to regulate. Those two reasons 1.) communication and 2.) sensory tools can be the root behind frustration. What can we do to help our kiddos regulate?

Communication may look different than the traditional mouth words. Littles are usually communicating in some fashion whether that is using nonverbal motions, yelling, crying or just the opposite looking for affection by crawling on your lap or sitting quietly. Regardless, be aware of unusual behavior and look at how the student is interacting. At these early stages we have to be our kiddos voice helping them support their needs. I would recommend working with your child's educational team (speech, occupational therapy, intervention specialist or behavior specialist) to start introducing pictures or other media for the student to use to communicate. 

Sensory Tools There are several different types on the market these days so it can be a bit overwhelming to know where to begin. If your child has a therapy team I would first talk with them to get recommendations for they may be using effective sensory tools at school or clinic. You can also reach out to your child's teacher and paraprofessionals as they have a wealth of information on what they use to help the student calm/alert in the classroom environment throughout different parts of the day. *Remember to always introduce and practice these sensory tools when the child is at a calm state. Demonstrate how to use tools children love to see parents, caregivers, educators, etc. using the different items. Continue to practice using tools at different times so the child is familiar with items during a dysregulated time. 

Here are a few of my favorites to use with students to help with regulation. 

1.Weighted Stuffed Animals:

Bear Hug with weighted stuff animal

If your child has a favorite stuffy then all you have to do is make an opening on a seam and fill it with aquarium rocks and sew it back up. The aquarium rocks help give weight and make it possible to still wash the stuffed animal. If you are not crafty not to worry, I have found 3 lb and 5 lb weighted animals at Marshalls or here is a link to find them on Amazon. I teach my kiddos to give the stuffy a bear hug to help with calming. This can also help kiddos who want to be held constantly as they may be seeking deep pressure. Teach them to use weighted stuffy to get the deep pressure input they are seeking. 

Weighted beet found at Marshalls (not affiliated)

Find weighted stuff animals with my Amazon Affiliate Links below:

https://amzn.to/4kQtlL1 Weighted Sloth

https://amzn.to/4hL9pqg Weighted Husky

https://amzn.to/41WU0NH Weighted Dinosaur

https://amzn.to/4jclXYT Weighted Elephant

2. Lotion Moment:

Using lotion to rub on hands and arms gives the child a relaxing mini massage. If there is no sensitivities to smells using scented lotion can provide input to the olfactory (smell) sense. Scents like vanilla/lavender can be calming and then I like to use citrus scents for alerting. Talk with the child's parents to make sure it is safe to use different scents or if they have a preferred lotion for you to use. 

3. Ice Pack or Wet Washcloth:

Some of our kiddos get very hot when they are dysregulated, so I like to have these fun jelly filled ice packs in the freezer to pull when needed. I have also used them as fidgets for kids to use as they are very inexpensive and fun to squeeze. 

Find fun ice packs with my affiliate links:

https://amzn.to/4hX4qTs Bear ice packs

https://amzn.to/42oL054 Multicolor packs

https://amzn.to/3E3SqS6 Fruit ice packs

4. Blanket:

Kids may find wrapping a blanket around their shoulders or rolling up like a burrito to have a calming effect providing deep pressure input. When I have not had a swing to use with a little one, I have used a blanket to provide slow lateral swinging as a calming tool. 

5. Kids Rocking Chair:

Repetitive rocking back and forth for a child can be very soothing and help regulate. Using a rocking chair during educational times (circle time, story time, etc.) can help a student increase their focus.

6. Chewies:

There are so many different types of sensory chews these days. You can find sensory chews made out of cloth or rubber with different levels of resistance depending on your child's preference. Most people think sensory chews are only meant to fulfil the need to chew, however they can also help with focus and concentration when working on a task. Sensory chews can also help with comforting and encourage engagement and learning. 

Here is a few of my favorite chewies to use with my students:

https://amzn.to/4lceY3G P shape chewies

https://amzn.to/4lcf8rO T tube chewies

https://amzn.to/43Sxfx1 Vibrating chewies

https://amzn.to/41TlTr3 Chewy necklaces

7. Fidgets:

These days we have tons of options for different fidgets!!! Many people call them fidget toys. I like to call them fidget tools. Essentially, fidgets are intended to help individuals do two primary things: regulate and concentrate. Fidgets can provide an easy and accessible way to help self-regulate or concentrate by providing auditory, visual and/or tactile input.

Click to see fidgets that I use with students by clicking on amazon affiliate links below:

https://amzn.to/4iIukeG Pop Tube Fidgets

https://amzn.to/426xaTD Wacky Track Fidgets

https://amzn.to/3RrCXOK Pop it Fidgets

This is a great list of sensory tools to begin building your child’s toolbox to help them achieve that optimal learning or just right level. Hope this helps you get started and know you can continue to try new techniques to find what works for each individual child. Stay tuned for Regulation before Expectations part 2 where I focus more about expectations and engagement.