|Learning Strategies - Overview
Arousal regulation and executive functioning affect the coordination of linking new information with prior knowledge stored in memory, organization of information, and planning responses. They may interfere with the individual’s ability to regulate, to monitor, and, as the child enters into late childhood or early adolescence, to evaluate their own behavior and academic performance.
|Difficulties with Arousal Regulation and Executive Functioning
More information can be found in the arousal regulation and behavior sections
- Inconsistent ability to modulate behavior in regards to the environment
Example: continues to be highly active when in a movie theater
- Difficulties adjusting vocal intonation and volume
- Problems when required to prepare for a new activity or challenge
- Limited skills to shift problem solving strategies
- Weaknesses in recognizing the effects of one’s actions on others
- Unaware of the cause and effect related to consequences and past actions
- Difficulties applying rules to novel situations
- Difficulties estimating and planning time
- Difficulties monitoring work pace in the classroom
Often the behaviors connected with arousal regulation difficulties are interpreted as malicious or planned. Children with self-regulation difficulties are unable to interpret the information presented in their environment, analyze the information, and adjust their responses or behaviors in the moment.