MiniSkills Presentation NASP 2012 Annual Convention Philadelphia Elena Savina PhD Samantha Tynan EdM Phoebe Wan MA Marlana Ashe EdS CombinedIntegrated Doctoral Program in Clinical and School Psychology James Madison University VA ID: 565317
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Slide1
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 Slide2
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)
FACTSSlide3
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?Slide4
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-RegulationSlide5
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.)Slide6
Child needs to do something that he/she does not want to doStop doing something the child
wants
to doTaking turns and waitingDelaying gratification of needsAdjusting emotional reactions to situational demandsFollowing instructionsManaging (planning, organizing, prioritizing) everyday activitiesMonitoring and controlling task performance
Situations that Require
Self-RegulationSlide7
What We Regulate?BehaviorEmotions
Motivation
CognitionSlide8
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 InhibitionSlide9
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 RegulationSlide10
Situation selection: selecting/avoiding situations that evoke desirable/undesirable emotionsSituation 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)Slide11
Is activated when motivation to perform a behavior is not strong or when a motivational conflict is presentSelf-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 MotivationSlide12
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 performance
Self-evaluation
(Borkiwski
& Burke, 1996)
Regulation of Cognition: MetacognitionSlide13
CORE SELF-REGULATION PROCESSESSlide14
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
InhibitionSlide15
Working memory allows to: Simultaneously process information
Temporarily store goals and intentions
Supervise and monitor ongoing processes (Oberaurer, 2003)
Working MemorySlide16
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 RSlide17
Inner speech is an internalized self-regulation tool Private speech is an intermediate step towards development of inner speechVerbal 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 speechchild regulates his/her own behavior by inner speech (
Karpov
& Haywood, 1998)
Private Speech as a Mechanism of Self-regulation (cont.)Slide18
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 H
ierarchical-Integrative Perspective on Self-RegulationSlide19
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)Slide20
Physiological, emotional, and attentional functions develop on top of each otherEven minor disruptions to lower levels lead to dysfunctions in higher systemsRegulatory functions are open to contextual influences
Developmental Perspective
(Feldman, 2009)Slide21
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-regulationScaffolding 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 Slide22
Behavioral and Instructional
Classroom Interventions to Support Self-RegulationSlide23
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 UsSlide24
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 boardStudents may retrieve work materials with minimal distractions to students around themDécor in the classroom is calming and age appropriateOnly material that supports current instruction is displayed
Physical Environment that Supports
On-Task BehaviorSlide25
Established routine helps children with task initiationRoutines should be established for all classroom activities Rules should be explicit, easy-to-understand and consistently enforcedMost 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 rulesRules stated in the positive mode (desired behavior) help students regulate themselves and increase independent work and problem solving
Routine and Rules Slide26
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 AttentionSlide27
Minimize factors that will interfere with attention Make presentations linguistically simple, brief, and conciseRepeat presentation more than once Organize presentation in an integrated mannerUse 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 StrategiesSlide28
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 StrategiesSlide29
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 ClassroomSlide30
Provide emotionally expressive and positive environment Talk about emotional experiences and help students develop knowledge about emotional expressions, situations, and causesUse 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 ClassroomSlide31
How to Promote Motivation Regulation
Self-regulation of motivation is promoted when:
Students are engaged during instructionThey are taught to attribute their success to their effortPersistence 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)Slide32
Teaching self-regulation strategies is linked with the curriculumMetacognitive strategies are explicitly and systematically taught through modeling, guided practice, and frequent feedbackStudents are taught to generalize metacognitive strategiesMotivation and effort are emphasized
Creating Strategic Classrooms:
“Drive to Thrive” (Meltzer et al., 2007)Slide33
Group and Individual Interventions to Promote
Self-RegulationSlide34
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 SpeechSlide35
Play is a natural and powerful context for the development of self-regulationIt requires a child to act against immediate impulses and follow play rules (Vygotsky, 1966)Symbolic play imposes implicit rules, while games impose explicit rulesResearch indicates that children with poor self-regulation skills significantly benefit from playing games with rules (
Tominey
& McClelland, 2011)
Self-Regulation Interventions:
Play-FocusedSlide36
Enrich play experiencesCultivate 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 playChildren 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.)Slide37
CASE STUDYSlide38
John is a 7 year-old, Caucasian maleHe 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 InformationSlide39
Inattentiveness ImpulsivenessPoor organization skillsLack of social skills
Awkward peer relations
Poor physical boundariesReferral QuestionsSlide40
DeficitsAttentional problems
Poor emotion regulation
Weak behavioral inhibition
Poor physical boundaries
Behavioral
M
arkers
Easily 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 ObservationsSlide41
FSIQ 106
VCI
126Similarities 14Vocabulary 15Comprehension 14
PRI
115
Block Design 9 Picture Concepts 12Matrix Reasoning 16
WMI
88
Digit Span 9
Letter-Number 7
(Arithmetic) 10
PSI
78
Coding 4
Symbol Search 8
(Cancellation) 6
WISC-IV ResultsSlide42
Auditory Attention 3
Response Set
5 Inhibition Naming 11 Inhibition 5
Switching 5
Clocks
4
Affect Recognition
6
Executive Functions
Assessment:
NEPSY-IISlide43
BASC-2 Parent TeacherHyperactivity
72 68
Aggression 52 56Conduct Problems 57 54Anxiety 55 54
Depression 45 49
Somatization 47 46
Attention
Problems 81 79Learning Problems 73 76
Atypicality
64 61
Social Skills 42
38
BASC-2 Slide44
Strengths in verbal and non-verbal reasoning abilitiesWeakness in processing speed, working memory, attention and response inhibitionWeakness in perspective taking and theory of mind
Assessment SummarySlide45
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 understanding
4. 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 support
7.Teach healthy boundaries using “Space Invaders” lesson (Baker, 2003)
Positive Behavior Support Plan: Recommendation for TeachersSlide46
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 thatAsk for the answer and ask how he got this answerPraise him
Proceed to the next task
Positive Behavior Support Plan: Metacognitive SkillsSlide47
Skills Building InterventionsSlide48
Practice peer interactions: Conversation Freeze GameWatch video of children interacting and pause video to ask questions about how each character feels/thinks and why
Social Skills and Theory of MindSlide49
A chart with morning routines was developed to use at home
Time Management SkillsSlide50
Individual Interventions: Give John multi-step tasksGive specific time limit for each stepComplete each stepMonitor progress with a timer
Time Management Skills (cont.)Slide51
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 AttentionSlide52
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 SkillsSlide53
“What can I do if I would like to have something but I cannot have it right now?”
I can find something else to do
I can ask to have it laterI can think if I really need it right nowResponse Inhibition Skills (cont.)Slide54
“What to Do if I Get Upset?”
1. Name the emotion
2. Think about different solutions 3. Use relaxation
Emotion Regulation SkillsSlide55
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