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| Classroom Management - Arousal Regulation / Attention |
 Overview
Individuals with special needs have difficulties
regulating their actions and responses to their surroundings.
Their lack of self-regulation, or ability to control
themselves in a variety of environmental conditions,
can lead to behavior problems. Self-regulation skills
include: calming, delaying gratification, inhibiting
responses, and maintaining an awareness of goals and
how to alter behavior to attain a goal. Children may
need help with maintenance of focused attention and
interpreting their own mental states as well as those
of others.
In a classroom, the behavior of a child with special needs can be misinterpreted
as being intentional. Behavior difficulties can be attributed
to different factors and often are related to the inability
to maintain self-control automatically and/or consciously.
Behavior |
How the behavior is linked to self-regulation difficulties |
| Aggressive |
Inability to control actions, inability to control emotions (Strategy) |
| Cannot sit still |
Over stimulated and cannot calm (Strategy) |
| Defiant |
Inefficient intake, processing, and sustaining attention causing poor understanding (Strategy) |
| Impulsive |
Inability to inhibit responses, poor planning, "in the moment" thinking (Strategy) |
| Inconsistent |
Difficulty modulating energy according to task requirements (Strategy) |
| Uncaring |
Unaware of effects of actions on others, lack of cause and effect reasoning (Strategy) |
| Unmotivated |
Weakness sustaining consistent energy output (Strategy) |
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