Promoting Self-Regulation Through Instructional and Behavioral Interventions

Mini-Skills Presentation NASP 2012 Annual Convention, Philadelphia

Elena Savina, PhD, Samantha Tynan, Ed.M., Phoebe Wan, M.A., Marlana Ashe, Ed.S.

Combined-Integrated Doctoral Program in Clinical and School Psychology, James Madison University, VA

THREE million children in this country take drugs for problems in focusing (A. Srouffe, New York Times, January 28, 2012)

Prescription of psychotropic medication to children under 5 years of age is rapidly increasing (Zito et al., 2000)

Preschool-age children are being expelled for unmanageable behavior three time more often than children in elementary school (Gilliam, 2005)

Academic learning time ranges from 50 to 110 min per school day (Huitt, 2005)

FACTS

What is self-regulation?Which situations require self-regulation?

How does self-regulation work?How does self-regulation develop?

How can self-regulation be improved?

Self-regulation is internally directed capacity to: -regulate affect, attention, and behavior (Raffaelli, Crockett, & Shen, 2005).

-voluntarily adjust behaviors to situational demands (Posner & Rothbart, 2000)

-generate socially approved behavior in the absence of external monitors (Kopp, 1982)

It implies temporal orientation as it inhibits immediate response in the service of a long-term goal

It is guided by internal representations such as verbal rules, images, emotions, goals, and needs (Esleinger, 1996)

Definitions of Self-Regulation

Self-regulation is often conceptualized as:

Effortful control which is voluntary ability to inhibit, activate, or change attention and behavior (Posner & Rothbart, 2000)

Executive function which is a collection of

processes that control, organize, and direct goal-oriented cognitive, emotional and behavioral responses (Gioia, Isquith, & Guy, 2001)

Definitions of Self-Regulation (cont.)

Child needs to do something that he/she does not want to do

Stop doing something the child wants to do Taking turns and waiting Delaying gratification of needs Adjusting emotional reactions to situational

demands Following instructions Managing (planning, organizing, prioritizing)

everyday activities Monitoring and controlling task performance

Situations that Require Self-Regulation

What We Regulate?BehaviorEmotionsMotivationCognition

Inhibitory control refers to the ability to suppress inappropriate responses (Rothbart, 1989)

Poor response inhibition is associated with externalizing problems (Rothbart & Bates, 1998) and depression (Lengua, 2003)

Good inhibitory control is related to lower internalizing and externalizing problems and higher social competence (Lengua, 2003; Winsler et al., 1997)

Inhibitory control is associated with delayed gratification (Mischel, Shoda, & Rodriguez, 1989),

Delayed gratification in preschool age predicts cognitive, self-regulatory, and coping competence, as well as SAT in adolescentce (Shoda et al., 1990)

Regulation of Behavior: Response Inhibition

Emotion regulation is a process by which an individual initiates, modulates, or maintains internal emotional states and their behavioral expressions (Eisenberg et al., 2000; Rothbart, 1989)

Attentional processes are important for emotion regulation (Eisenberg et al., 2000)

Emotion overregulation can be maladaptive as in the case of blunted emotion expression (Thoits, 1985)

Emotion Regulation

Situation selection: selecting/avoiding situations that evoke desirable/undesirable emotions

Situation modification: seeking help in problem solving, or to confirm the legitimacy of an emotion response

Attention deployment: distraction and concentration/rumination

Cognitive change: appraisal of situation to alter its emotional significance

Response modulation : attempts to alter experiential, behavioral, and physiological responses directly

Emotion Regulation Strategies (Gross, 1998)

Is activated when motivation to perform a behavior is not strong or when a motivational conflict is present

Self-regulation requires strength (willpower) and motivation to achieve the goal (Baumeister & Vohs, 2007)

Is necessary for task initiation and also associated with persistence

Self-regulation of motivation includes boosting of self-confidence/self-efficacy and controlling one’s interest

Regulation of Motivation

Metacognition is awareness of one’s cognition and understanding how knowledge and strategies are interconnected

It is knowing what one knows and does not know

Metacognition involves: Analyzing of task demands and selecting a strategy Revising plans and strategies when facing new information or mistakes

Self-monitoring of task performanceSelf-evaluation (Borkiwski & Burke, 1996)

Regulation of Cognition: Metacognition

CORE SELF-REGULATION PROCESSES

Intact behavioral inhibition is a prerequisite for self-regulation; it provides a delay period for executive function to occur (Barkley, 1998)

Delayed responding is fundamental for self-regulation as it allows two important processes to take place: separation of affect and prolongation (Bronowsky, 1967)

Separation of affect is a delay between a stimulus and the response that allows to separate message from its emotional charge

Prolongation is the ability to prolong the effect of stimulus by fixing it mentally

Behavioral Inhibition

Working memory allows to:

Simultaneously process information Temporarily store goals and intentions Supervise and monitor ongoing processes

(Oberaurer, 2003)

Working Memory

Private Speech as a Mechanism of Self-regulation

Psychological processes are mediated by semiotic systems such as language (Vygotsky, 1981)

Through using those systems (also called psychological tools), mental processes are transformed from spontaneous and immediate to mediated and voluntary

psychological tools S R

S R

Inner speech is an internalized self-regulation tool Private speech is an intermediate step towards

development of inner speech Verbal self-regulation originates in social

interactions Steps in development of self-regulation:

someone regulates child's behavior child regulates someone else's behavior by external speech and regulates his/her own behavior by private speech

child regulates his/her own behavior by inner speech (Karpov & Haywood, 1998)

Private Speech as a Mechanism of Self-regulation (cont.)

Self-regulation requires integration of physiological, emotional, attentional and cognitive processes (Calkings & Fox, 2002)

Three systems of brain are involved in self-regulation: brainstem, limbic, and cortical (Tucker, Derryberry, & Luu, 2000)

Developmental Hierarchical-Integrative Perspective on Self-Regulation

Neonatal period

First year

Second year

Preschool years

Physiological self-regulation (coordination of sleep/wake cycles and cardiac vagal tone)

Emergence of emotion regulation

Emergence of attention regulation

Development of compliance, behavioral inhibition, delay gratification, self-restraint, and private speech

Developmental Trajectory of Self-Regulation (Feldman,

2009)

Physiological, emotional, and attentional functions develop on top of each other

Even minor disruptions to lower levels lead to dysfunctions in higher systems

Regulatory functions are open to contextual influences

Developmental Perspective(Feldman, 2009)

Caregiving practices related to feeding, soothing, and sleeping mediate development of self-regulation (Melendez, 2005)

Timing of caregiver response to baby’s distress is important to support self-regulation

Scaffolding and direct teaching help infants sustain attention (Smith et al.,1997)

Maternal responsiveness and cognitive stimulation are positively related to child attention

Early Childhood Parental Practices and Self-Regulation

Behavioral and Instructional

Classroom Interventions to Support Self-Regulation

Executive functions rather than general intelligence predict how children do in math and reading at the end of kindergarten (Blair & Razza, 2007)

 Classrooms with structure and good behavior management have positive effect on students’ self-regulation (Cameron, 2005; Connor et al., 2010)

Disruptive behaviors decrease dramatically when active responding is used (Armendariz & Umbreit, 1999)

Students in high mnemonic classrooms outperform peers in low mnemonic classes on memory measures (Ornstein, Grammer, & Coffman, 2010)

What Research Informs Us

Student desks are arranged in rows (Wannarka & Ruhl, 2008)

Student desks are arranged in a way that minimizes physical contact between peers and gives teachers easy access to students

The teacher can see every student from various points in the room

Each child can clearly see the board Students may retrieve work materials with minimal

distractions to students around them Décor in the classroom is calming and age appropriate Only material that supports current instruction is displayed

Physical Environment that Supports On-Task Behavior

Established routine helps children with task initiation Routines should be established for all classroom

activities Rules should be explicit, easy-to-understand and

consistently enforced Most effective rules are established by teacher and

students; involve an average of 5 rules (Malone & Tietjens, 2000)

Mediators (cards/models/signs) can be used to prescribe rules

Rules stated in the positive mode (desired behavior) help students regulate themselves and increase independent work and problem solving

Routine and Rules

Students’ attention is gained prior to giving instruction through visual/non-verbal stimuli

Down-time is minimal Tasks are broken into smaller parts Students’ active responding such as asking and answering

questions is encouraged Teacher helps student to stay on task with prompts, a private

signal or hand gesture Students are instructed to underline, rewrite, or highlight

directions and instructions School materials are organized using color coding notebooks,

folders, binders, etc. Students’ self-monitoring is encouraged by giving credit for

detecting and correcting errors

Strategies to Support Attention

Minimize factors that will interfere with attention Make presentations linguistically simple, brief,

and concise Repeat presentation more than once Organize presentation in an integrated manner Use dual encoding by combining visuospatial and

verbal processing (Dehn, 2008) Teach students skills automaticity (Dehn, 2008) Use external cues to minimize working memory

demands

Working Memory Strategies

To promote metacognition: Use deliberate memory demands (“remember

that…”) Ask metacognitive questions (“How did you

get this answer? What should you do next?”) Suggest memorization strategy (clustering,

repetition, mnemonic, visual organizer, etc.) Give metacognitive information (strategy

rationale)- why strategy is important (Ornstein et al., 2010)

Metacognitive Strategies

Negative emotions can reduce working memory (Linnenbrink & Pintrich, 2000); high level of arousal is associated with lower level of executive functions (Blair et al., 2005)

When students feel emotionally and academically supported by their teacher, they are more likely to use self-regulated learning strategies (Ryan & Patrick, 2003).

Regulating students’ and their own emotions is commonly reported by teachers as one of the stressors of the job (Sutton, 2004)

Emotions in the Classroom

Provide emotionally expressive and positive environment

Talk about emotional experiences and help students develop knowledge about emotional expressions, situations, and causes

Use calm and warm correction to prevent acceleration of the problem when a student act impulsively or has difficulty controlling his negative emotions

How to Promote Emotion Regulation in the Classroom

How to Promote Motivation Regulation

Self-regulation of motivation is promoted when: Students are engaged during instruction They are taught to attribute their success to their

effort Persistence and sustained activity are positively

reinforced Students’ perceived control is supported Students are taught to delay gratification Teacher creates a sense of belonging in the

classroom (McMahon, Wensman, & Rose, 2009)

Teaching self-regulation strategies is linked with the curriculum

Metacognitive strategies are explicitly and systematically taught through modeling, guided practice, and frequent feedback

Students are taught to generalize metacognitive strategies

Motivation and effort are emphasized

Creating Strategic Classrooms: “Drive to Thrive” (Meltzer et al., 2007)

Group and Individual Interventions to Promote Self-Regulation

Self-regulation originates in social interactions (Vygotsky, 1981)

To promote private speech, engage children in meaningful activities with peers that require verbal coordination

Help children develop an activity plan and gradually transfer responsibility for planning/monitoring from adult to child (Karpov & Haywood, 1998)

Use effective scaffolding: more direct guidance after child fails; less direct guidance after child succeeds (Diaz & Berk, 1999)

Ask children to use self-directed speech during tasks at intermediate level of performance (Diaz & Berk, 1999)

Interventions that Target Private Speech

Play is a natural and powerful context for the development of self-regulation

It requires a child to act against immediate impulses and follow play rules (Vygotsky, 1966)

Symbolic play imposes implicit rules, while games impose explicit rules

Research indicates that children with poor self-regulation skills significantly benefit from playing games with rules (Tominey & McClelland, 2011)

Self-Regulation Interventions: Play-Focused

Enrich play experiences Cultivate child-initiated games vs. adult-initiated

games “Tools of the Mind” (Bodrova & Leong, 2007):

early childhood program aimed at development of self-regulation competence through play

• Children develop play scripts, represent them symbolically, and discuss them with others

• Scripts become tools that transform child’s behavior from spontaneous and impulsive to deliberate

Self-Regulation Interventions: Play-Focused (Cont.)

CASE STUDY

John is a 7 year-old, Caucasian male He attends the second grade John lives with his parents and maternal

grandparents. He is the only child. John’s mother reported a family history of speech and language difficulties, learning disabilities and ADHD

He receives services under “Other Health Impaired”

Student Information

Inattentiveness Impulsiveness Poor organization skills Lack of social skills Awkward peer relations Poor physical boundaries

Referral Questions

DeficitsAttentional problems

Poor emotion regulation

Weak behavioral inhibition

Poor physical boundaries

Behavioral MarkersEasily distracted, makes careless errors, difficulty following instructions Easily frustrated and upset

Speaks out of turn, begins assignment before receiving instruction

Bumps into other kids, approaches them closely

Behavioral Observations

FSIQ 106

VCI 126Similarities 14Vocabulary 15Comprehension 14

PRI 115Block Design 9 Picture Concepts 12Matrix Reasoning 16

WMI 88Digit Span 9Letter-Number 7(Arithmetic) 10

PSI 78Coding 4Symbol Search 8(Cancellation) 6

WISC-IV Results

Auditory Attention 3

Response Set 5

InhibitionNaming 11Inhibition 5Switching 5

Clocks 4

Affect Recognition 6

Executive Functions Assessment: NEPSY-II

BASC-2 Parent Teacher

Hyperactivity 72 68Aggression 52 56Conduct Problems 57 54Anxiety 55 54Depression 45 49Somatization 47 46Attention Problems 81 79Learning Problems 73 76Atypicality 64 61Social Skills 42 38

BASC-2

Strengths in verbal and non-verbal reasoning abilities

Weakness in processing speed, working memory, attention and response inhibition

Weakness in perspective taking and theory of mind

Assessment Summary

1. Speak slowly and give John one direction at a time 2. Be in close proximity to John’s desk, place hand on his desk

as you give instructions 3. Ask John to repeat instructions to check for understanding4. Prepare John for difficult tasks (i.e. this task may be difficult

and you may not do well the first time, just try your best)5. Have John correct his errors on class work and praise

corrections6. Recognize signs when frustration is building and provide

emotional support7.Teach healthy boundaries using “Space Invaders” lesson

(Baker, 2003)

Positive Behavior Support Plan: Recommendation for Teachers

Scaffold task completion and teach John metacognitive skills:

Ask John what task he has to doRepeat it “So, you need to do….”Ask “What do you need to do to complete this task?”If John does not know the strategy, explain and model itAsk John to repeat Ask him to implement the strategy and give him a time limit for that

Ask for the answer and ask how he got this answerPraise himProceed to the next task

Positive Behavior Support Plan: Metacognitive Skills

Skills Building Interventions

Practice peer interactions: Conversation Freeze Game

Watch video of children interacting and pause video to ask questions about how each character feels/thinks and why

Social Skills and Theory of Mind

A chart with morning routines was developed to use at home

Time Management Skills

Individual Interventions:

Give John multi-step tasks Give specific time limit for each step Complete each step Monitor progress with a timer

Time Management Skills (cont.)

Beat the Clock: The goal of this game is for the child to outlast the clock so that he or she is actively engaged in the task when the clock strikes (Schaefer & Reid, 2001)

Sustained Attention

Play response inhibition games in skill- building group

Red Light, Green Light: Leader acts as a stoplight. Children respond to different color cues and to opposite cues as well as to different shapes representing “stop” and “go”

Conducting an Orchestra: Leader uses conducting baton to lead children in playing musical instruments (jingle bells or maracas). When the conductor waves the baton, the children play their instruments. When the conductor puts the baton down, the children stop. Children can be instructed to follow the pace of the baton and to respond to opposite cues (Tominey & McClelland, 2011)

Response Inhibition Skills

“What can I do if I would like to have something but I cannot have it right now?”

I can find something else to doI can ask to have it laterI can think if I really need it right now

Response Inhibition Skills (cont.)

“What to Do if I Get Upset?”

1. Name the emotion

2. Think about different solutions

3. Use relaxation

Emotion Regulation Skills

For further questions, please contact:Elena Savina, PhD, Department of Graduate Psychology, James Madison University, MSC 7401, 70 Alumnae Dr., VA, 22807E-mail: savinaea@jmu.edu