Module 5: Regulation and Sensory Processing

Regulation

Regulation is a foundational component of child development. It is often referred to as self-regulation because the end goal is to regulate (behaviours, thoughts, feelings, energy) independently without assistance or prompting. Regulation is complex and demands energy from our bodies, thoughts, and feelings. All children need support to learn to regulate themselves, and the ability to self-regulate takes time to mature. Individuals are not really finished learning to regulate until the brain is fully developed in early adulthood.

So much of what is practiced in school supports regulation. Strategies for regulation are naturally embedded in methods of communication, planning, academics, schedules, and more, such as:

  • Using visual/auditory schedules
  • Transition warnings
  • Reducing visual clutter
  • Adult co-regulation

Co-regulation

Students with complex needs require intentional support to help them regulate and will likely require lifelong prompting or full assistance for regulation. This ongoing prompting or assistance is referred to as co-regulation. Stuart Shanker (2010) defines co-regulation as “when two people adjust to and regulate one another’s behaviour (mood, emotions, language) with interactive signals and behaviours.”

Opportunity for Practice: Co-regulation

Shanker breaks down co-regulation into two strategies for support: upregulating and downregulating. These strategies can be used by the co-regulator to assist a student with complex needs to achieve a regulated state. Co-regulation strategies can be used by any of us even into adulthood to help us process in times of stress and when we feel overwhelmed.

Read the following examples from Stuart Shanker regarding co-regulation. Fill in the blank by selecting the most appropriate word to complete the sentences.

  1. A child who is listless or unresponsive can be upregulated to participate in a social situation by the co-regulating adult by heightening the of their , gestures and smiles.
  2. The child who is hyper-aroused may be by a voice.
  3. Provide whatever upregulation or downregulation is required to help the child achieve a state where they are calmly and .
  1. A child who is listless or unresponsive can be upregulated to participate in a social situation by the co-regulating adult by heightening the intensity of their vocalizations, gestures and smiles.
  2. The child who is hyper-aroused may be calmed by a soothing voice.
  3. Provide whatever upregulation or downregulation is required to help the child achieve a state where they are calmly focused and alert.