Q & A: Self-Regulation

Q: My granddaughter's case manager suggested we add a self-regulation goal to our granddaughter's IEP. Why should that be a goal for school?

A: It is great news that your granddaughter's school is recognizing her need for support and instruction in self-regulation skills!

A basic definition of self-regulation is the act of managing thoughts and feelings to enable goal-directed actions  (Rosanbalm & Murray, 2017). As parents and caregivers know and research validates, many children and youth need support and direct instruction in developing self-regulation skills. The supportive process between caring adults and children, youth, or young adults that fosters self-regulation development is called “co-regulation" (Rosanbalm & Murray, 2018).

In addition, children with special needs, including those for whom traumatic stress presents additional challenges, may need some encouragement and reinforcement when they demonstrate self-regulation and other executive functions. More information and a great overview video from Harvard University's Center on the Developing Child is available HERE.

A practice brief on Co-Regulation From Birth Through Young Adulthood is available HERE.

Educators, coaches, parents and caregivers, and other adults who support children can be key to building self-regulation. A series of Self Regulation Snapshots from the FPG Child Development Institute idenitifies skills for six specific age groups. 

In addition, Self-Regulation and Toxic Stress: Foundations for Understanding Self-Regulation from an Applied Developmental Perspective provides a detailed reporting of research on why and how trauma and toxic stress can make self-regulation so challenging.