Problem Solving and Self Regulation
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Today’s Learning Outcomes
To understand problem-solving and selfregulation and their connection to
communication and perspective taking. To
gain practical strategies that support selfregulation and problem solving.
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Overview of the day
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Introductions and ice breaker
Define self-regulation and why it is important
Ways to support self-regulation
Activities
Define problem solving and why it is important
Steps to good problem solving
Activities
Connecting problem solving and self regulation to communication
and perspective taking
Quiz
Evaluation
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Introductions/Ice Breakers
 Choose
one candy from the bowl
 Each colour represents on piece of
information you will share:
Red-favourite
place on earth
Green-dream job
Blue-last movie you watched
Other colours-anything you want to share
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What is self regulation?
“…the ability to do what needs to be done
to be in the optimal state for a given
situation,” (L. Kuypers, 2011).
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Why is self-regulation so important?
Within the last decade research has indicated that lack
of self regulation early in a child’s life has broad
reaching consequences, both medical and
psychological, (S. Shanker, 2011).
Possible consequences of lack of
self-regulation.
 Autoimmune
disorder
 Cancer
 Risky behaviour
 Obesity
 Cognitive problems
 Lack
of academic
success
 Internalizing
problems
 Externalizing
problems
 Cardiovascular
disease
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Stuart Shanker’s Five Domains of
Self- Regulation
1.
Biological: how you respond to stimuli at the
biological level
2.
Emotional: how you deal with strong feelings
3.
Cognitive: how you process, store and retrieve
information
4.
Social: how you understand and respond to social
cues
5.
Prosocial: how you demonstrate positive skills
like empathy
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Biological Domain
Biological:
Indicators for
Support
Support
Strategies
The activity or
• Difficulty sitting • Warnings for
energy level in the still
transitions
nervous system. • Easily distracted • Sensory tools
• Hyper alert
available
• Drumming
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Emotional Domain
Emotional:
Indicators of
Support
Feelings and
moods both
negative and
positive
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•
•
Support
Strategies
Over excited
•
Intense
frustration
•
Extreme fears
•
•
Deep
breathing
Journaling
feelings
Social stories
Modeling
Cognitive Domain
Cognitive:
Indicators for
Support
Mental process
such as memory,
acquiring and
retaining
information
•
•
•
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Support
Strategies
Difficulty
•
shifting
attention
•
Struggles with
sequencing
•
impulsive
behaviours
Break down
instructions
Create a quiet
work space
Identify
interests
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Social Domain
Social:
Indicators for
Support
Assessing,
understanding
•
and responding to
social cues
appropriately
•
•
Social
awareness is
lacking
Cannot read
others
Difficulty with
cooperative
play
Support
Strategies
•
•
•
Facilitate
group activities
Feeling games
Mind reading
games
Prosocial Domain
Prosocial:
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Indicators for
Support
Social acceptance, •
friendship, empathy
and peer to peer
interactions
•
Does not
consider others
feelings
Too
overwhelmed to
read social cues
Support
Strategies
• Modeling
• Social stories
• Empathy
programs
• Teaching
perspective
taking
Activity: How do you self-regulate?
Take a moment to think of things you do in a
typical day to regulate yourself, in order to
function and interact in a positive way. In what
domains do you require the most selfregulation?
Share with a partner
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Self Regulation vs. Compliance
Self Regulation
A child recognizes the noise
during assemblies raises his/her
stress level causing agitation
and excessive wiggling. They
decide to wear ear plugs and
bring a fidget toy to help calm
themselves during noisy times.
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Compliance
A child is sent to the assembly
without any tools, told to sit
quietly or they will not be able to
go out for recess. The child is
even more stressed due to the
added pressure of missing
recess, but does their best to
comply.
Ways to Support Self-Regulation
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Activity: 5 Point Scale
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Activity: Zones of Regulation
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What is problem solving ?
“ a self-directed cognitive process by
which a person attempts to discover
adaptive ways to deal with problematic
situations that happen in everyday life,
(D’Zurilla and Nezu, 1982).”
Why is problem solving so
important?
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It is a critical skill that supports an individuals
ability to self-regulate
 Our daily life is filled with both big and little
problems through out the day. Good problem
solving skills allows children to effectively
make decisions with confidence and increase
independence from adult support
 It is a skill the will transfer into all aspects of
life as a child grows up
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Steps to Good Problem Solving
Most problem solving methods follow similar
basic steps:
1. Identify the problem
2. Brainstorm solutions
3. Choose a solution (social behaviour maps
should be used)
4. Try the solution
5. Decide if it worked. Consider next steps..
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Problem Solving Strategies
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Activity: Modern Family Problem
Complete the handouts after watching the video.
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Putting it All Together
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A good problem solver requires someone
1.
2.
Who can clearly articulate their needs and
emotions (communication)
Who can self-regulate. This requires them to
see various perspectives on a situation,
including how they are perceived by others
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Four Steps that bring the concepts together
1. Think about people and what they are thinking of me.
Self regulate to keep others thinking accurately/positively.
2. Be physically aware of others and yourself.
Self regulate to keep your body language open and calm.
Look at the facial expressions of others and consider what
yours are saying.
Continued…
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3. Use your eyes to consider what others might be
thinking about.
A problem solving strategy for understanding what people
are thinking and feeling.
4. Use your language to connect with others and
express yourself.
Problem solving by verbally expressing your needs and
wants and considering the response of others.
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Skill Development: 4 Steps
1.
Model-direct teaching
Watching
videos, read books, use social
stories and scripts
1.
Coach-practice skills with the student
Role
play, involve peer mentors
Continued…
3. Reflect and Analyze
 Provide
positive praise and constructive feedback
 Be
specific and provide examples with your
feedback
4. Maintain and Generalize
 Keep
parents informed and involved
 Look
for different settings to practice skills
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Quiz!
10 minutes
Closure
1.Summative
Assessments
1.Evaluation
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References
Slide 5
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L. Kuypers. (2011). The Zones of Regulation. San Jose, CA, Social Thinking Publishing.
Slide 6
S. Shanker, retrieved October 16, 2014 from:
http://www.beststart.org/events/detail/bsannualconf11/webcov/presentations/K3_Importance%20of%20Self-Regulation.pdf
Slide 7
Education Canada, January 2014, retrieved from: http://www.cea-ace.ca/education-canada/article/foundational%E2%80%9Cr%E2%80%9D
Slides 8-13
S. Shanker. BC Primary Teachers Association, Posted Nov. 10, Retrieved from:
2012http://www.bcpta.ca/wordpress/?paged=2.
Slide 17
K. Buron. (2003). The Incredible Five Point Scale. Shawnee Mission, Kansas: Autism Aspergers Publishing.
Slide 19
D’Zurilla and Nezu.Social Problem Solving. Retreived from:
http://www.ub.edu/gdne/documents/sps_chapter_in_APA_book.pdf