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A Social Learning Approach to Regulation and Resiliency for Students with Neurobiological DifferencesEducation 5260: Enhancing the Role of Neuroscience and Inclusion in Family, School and Community PartnershipsGroup Presentation AssignmentUniversity of Lethbridge 2011 Inclusive Education and Neuroscience Masters CohortMonica Braat, Brenda Kean, Kelly Kuester, Susan Nelson, Ciera Sonntag
Welcome to our Wiki. The intent of this site is to provide background information and practical strategies to support regulationand resiliency in students with neurobiological differences such as ASD, ADHD and FASD. Working through the materialfrom the top of the page to the bottom of the page will move you from theory to practice.

Introduction to Self Regulation and Resiliency


Neurobiological Differences - A Sampling

Understanding of characteristsics of specific neurobiological conditions should inform our teaching practice. When we are aware of these characteristics, we have a starting point as we build environments and interactions in a way that will fit the unique needs of each individual student. It is important to note that not all students with a neurobiological difference would display all the characteristics of that difference and we ultimately need to respond to the unique characteristics of each individual.

Facilitating Self-Regulation and Resilency in Students with Neurobiological Differences

It is important to recognize the unique learning and social/emotional needs of students with neurobiological differences when working with them to obtain regulation. Regulation happens within a social context so we draw on social learning theory to help us understand the best way to support students in gaining self-regulation skills. The following outlines information for learning teams to keep in mind during planning and implementation processes.

lightbulbs.jpgIdeas for Learning Teams: Self Regulation Interventions, Strategies and Supports


The foundation for self regulation can be categorized through five domains: biological, emotional, cognitive, social, and pro-social. The categories are not exclusive or static in nature but instead represent organizational pillars where there can be flow and interplay between domains.
  • Biological Domain - physical well-being, motor skills (fine and gross), awareness of bodily state, sensory diet, tools and/or strategies for up-regulating (become more alert) and down regulating (become more calm)
  • Emotional Domain - emotion awareness, modulation of emotions (monitor and modify emotional response), emotional recovery, communication related to emotions, emotional well-being
  • Cognitive Domain - focus, shift focus, inhibition of impulses, deal with frustration/delay/distraction, sequence thougths, process information, plan andexecute, understand learning strengths/challenges and the use of personalized supports for learning
  • Social Domain - communication, pragmatics, understanding of rules of appropriate behaviour, desire and ability to engage appropriately in social interactions/activities
  • Pro-social Domain - co-regulation, empathy, responsible citizenship (helping/contributing), reflective thinking

For interventions, strategies and supports that cover more than one of the above domains, see the "Cross Domain" link below.


References