Self-Regulatory Skills

What it is

An area of student need, involving difficulty with using appropriate behaviours for a given situation.

Teaching Strategies

• Determine a baseline of current level of self-regulation (Antecedent, Behaviour and Consequence (ABC) chart/frequency chart).
• Determine the function and triggers of behaviours.
• Develop and implement alternative programming goals on the student’s Individual Education Plan (IEP).
• Directly teach self-regulation methods for calming and pausing before acting to make a better choice.
• Positively reinforce appropriate behaviour and/or use of self-regulation strategies – use formalized chart/tracking to do this.
• Re-direct the student at the onset of behaviours or when triggers are present.


• Use preferential seating to position the student close to the teacher for prompts and near assistive technology.
• Reduce visual and auditory distractions.
• Provide stress reduction aids (stress ball, doodling paper, iPod).
• Post a visual schedule.
• Use a visual timer.
• Post classroom rules and consequences.


• Provide an alternative setting for tests.
• Allow extra time.
• Allow breaks during testing.
• Use oral testing/scribing.
• Use computers/assistive technology.
• Give advance notice of tests.
• Allow for reference materials to be used during testing.
• Provide a choice of assignments.
• Control selection of students for group projects (teacher chooses groups).
• Chunk assignments into parts and give feedback at each step.