Promoting Self-Regulation Through Instructional and Behavio - PowerPoint Presentation

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