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This is an INCREDIBLE list of resources compiled form the TEFOS Online Summit

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EF Academy Part 4: Supports, Strategies, and Intervention

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EF Academy Part 4: Supports, Strategies, and Intervention

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What's the best way to solve problems between people? By talking them over and working them out. It's never too soon for children to learn the process of peaceful conflict resolution. This book distills it into clear, simple language and supporting illustrations. Children learn to calm themselves, state the problem, listen, think of solutions, try one, evaluate results, and even agree to disagree when a solution isn't possible. Includes skill-building games and role plays for adults to use with children.

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Talk and Work It Out (Learning to Get Along®)

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What's the best way to solve problems between people? By talking them over and working them out. It's never too soon for children to learn the process of peaceful conflict resolution. This book distills it into clear, simple language and supporting illustrations. Children learn to calm themselves...

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I Choose to Make Good Decisions: A Rhyming Picture Book About Making Good Decisions (Teacher and Therapist Toolbox: I Choose): Estrada, Elizabeth: 9798840464656: Amazon.com: Books

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I Choose to Make Good Decisions: A Rhyming Picture Book About Making Good Decisions (Teacher and Therapist Toolbox: I Choose) [Estrada, Elizabeth] on Amazon.com. *FREE* shipping on qualifying offers. I Choose to Make Good Decisions: A Rhyming Picture Book About Making Good Decisions (Teacher and Therapist Toolbox: I Choose)

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Shannon Anderson (Author), Steve Mark (Illustrator)

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Yay! You Failed! (Little Laugh & Learn®)

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Amazon.com: Yay! You Failed! (Little Laugh & Learn®): 9781631987199: Anderson, Shannon, Mark, Steve: Books

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Valerie Coulman (Author), Alexandra Colombo (Illustrator)

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Dragons on the Inside (And Other Big Feelings)

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Dragons on the Inside (And Other Big Feelings) [Coulman, Valerie, Colombo, Alexandra] on Amazon.com. *FREE* shipping on qualifying offers. Dragons on the Inside (And Other Big Feelings)

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Perseverance Makes Me Stronger: Social Emotional Book for Kids about Self-confidence, Managing Frustration, Self-esteem and Growth Mindset Suitable for Children Ages 3 to 8 (World of Kids Emotions): Cole, Elizabeth, Kamenshikova, Julia: 9781957457550: Amazon.com: Books

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Perseverance Makes Me Stronger: Social Emotional Book for Kids about Self-confidence, Managing Frustration, Self-esteem and Growth Mindset Suitable for Children Ages 3 to 8 (World of Kids Emotions) [Cole, Elizabeth, Kamenshikova, Julia] on Amazon.com. *FREE* shipping on qualifying offers. Perseverance Makes Me Stronger: Social Emotional Book for Kids about Self-confidence, Managing Frustration, Self-esteem and Growth Mindset Suitable for Children Ages 3 to 8 (World of Kids Emotions)

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Kobi Yamada (Author), Mae Besom (Illustrator)

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What Do You Do With a Problem? — New York Times best seller

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What Do You Do With a Problem? — New York Times best seller [Yamada, Kobi, Besom, Mae] on Amazon.com. *FREE* shipping on qualifying offers. What Do You Do With a Problem? — New York Times best seller

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What Should Darla Do? Featuring the Power to Choose (The Power to Choose Series): Adir Levy, Ganit Levy, Doro Kaiser;Doro Kaiser, Doro Kaiser;Doro Kaiser: 9781733094610: Amazon.com: Books

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What Should Darla Do? Featuring the Power to Choose (The Power to Choose Series) [Adir Levy, Ganit Levy, Doro Kaiser;Doro Kaiser, Doro Kaiser;Doro Kaiser] on Amazon.com. *FREE* shipping on qualifying offers. What Should Darla Do? Featuring the Power to Choose (The Power to Choose Series)

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Do your children realize they have one of life's greatest gifts, the ability to make choices that determine how their day will go? No more, "I can't, I don't know, or I'm not!" As you use My Magical Choices to teach your children positive, conscious language, they will choose to be responsible, calm, confident, fun, a good sport, forgiving, generous and more! Boys and girls will be instantly drawn to the beautiful illustrations and fun rhymes that empower them to be responsible for their own happiness. Parents and teachers love the social-emotional message that greatness comes by making the choice to take positive actions towards a goal. These actions create feeling of happiness inside and help develop life-long healthy habits. A perfect book to add to every child's library and primary teachers' collections!

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My Magical Choices: Deluxe Jacketed Edition (The Magic of Me Series)

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Do your children realize they have one of life's greatest gifts, the ability to make choices that determine how their day will go? No more, "I can't, I don't know, or I'm not!" As you use My Magical Choices to teach your children positive, conscious language, they will choose to be responsible, c...

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Michael Dahl (Author), Oriol Vidal (Illustrator)

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Little Monkey Calms Down (Hello Genius) [Dahl, Michael, Oriol Vidal] on Amazon.com. *FREE* shipping on qualifying offers. Little Monkey Calms Down (Hello Genius)

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The Secret to Clara’s Calm: Levitt, Tamara, Bondy, Jeremy: 9781614293903: Amazon.com: Books

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The Secret to Clara’s Calm [Levitt, Tamara, Bondy, Jeremy] on Amazon.com. *FREE* shipping on qualifying offers. The Secret to Clara’s Calm

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Focus and Calm Mindful Kids: 50 Mindfulness Activities for Kindness (Author)

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Mindful Kids: 50 Mindfulness Activities for Kindness , Focus and Calm

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Amazon.com: Mindful Kids: 50 Mindfulness Activities for Kindness , Focus and Calm: 9781782853275: Mindful Kids: 50 Mindfulness Activities for Kindness , Focus and Calm: Books

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* Teach children to identify their anger signs

* Anger is a normal, healthy emotion

* Teaching your kids to deal with disappointment

*Solutions that help kids handle their hot feelings in healthier ways

It has a great message:

"I cannot say enough positive words about this story. Get it, you won't be disappointed!. " - James

"A "life lesson" book for ages 3 5 with fun colorful illustrations. Great kindergarten book!" - Heather

Explains anger & feelings:

" It was a great book! Made my 3 year old laugh!! " - Kathy

" It is a nice book for kids to discuss anger and feelings." - Erica

Cute illustrations with nice rhyming story

Not too long, grabs kid's attention

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When I Am Angry: Kids Books about Anger, ages 3 5, children's books (Self-Regulation Skills)

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When I Am Angry: Kids Books about Anger, ages 3 5, children's books (Self-Regulation Skills) [Gordon, Michael] on Amazon.com. *FREE* shipping on qualifying offers. When I Am Angry: Kids Books about Anger, ages 3 5, children's books (Self-Regulation Skills)

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Self-Determine Learning Model of Instruction

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Self-Determine Learning Model of Instruction

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Self-Determined Learning Model of Instruction to Teach Self-Determination Skills - NTACT:C

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The Self-Determined Learning Model of Instruction (SDLMI) is an instructional model that teaches students to engage in self-directed and self-regulated learning.

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Location: KU via Zoom
Information: See flyer below
Registration: Follow links in flyer

ACTIVE SUPERVISION (POSTED March 30, 2017)

Active supervision can be used as a low-intensity, teacher-delivered strategy to support students meeting behavior by frequently and proactively monitoring students during specific settings or times. Active supervision is defined as the use of "Specific and overt behaviors (scanning, escorting, interacting) designed to prevent problem behavior and promote rule-following behavior" (Colvin, Sugai, Good, & Lee, 1997, p. 346). Its effectiveness is increased with the use of precorrections (Lane, Menzies, Ennis, & Oakes, 2005). Active supervision incorporates distinct elements (De Pry & Sugai, 2002; Haydon & Scott, 2008): established expectations, frequent scanning of context, positive interactions (verbal and nonverbal precorrections and prompts), reinforcement of desired behavior, and when necessary, correction to help success. Download all documents for Active Supervision, or download individual items:

BEHAVIOR CONTRACTS (POSTED DECEMBER 15, 2015)

Behavioral Contracts Behavior contracts, or contingency contracts, are written agreements between at least two individuals in which one or both agree upon certain behaviors. The contract document specifies an agreed-upon cause and effect between the completion of a behavior and the earning of a reinforcer. Most behavior contracts include three components: the behavior, the reinforcer, and the reporting sheet. There are many types of behavior contracts that can lead to positive behavioral change. Contracts can support behaviors students would like to change on their own, as well as agreements between teacher, student, and parent where each party agrees upon a certain individual behavioral goal. In these materials, you will learn about behavior contracts, how they are effective, the research supporting their use, benefits and challenges, and how to evaluate treatment integrity and social validity. Download all documents for behavior contracts, or download individual items:

The Behavior Education Program (BEP)/ Check In- Check Out (CICO) (POSTED November 11, 2016)

Check-in/Check-out, also referred to as the Behavior Education Program (BEP; Crone et al., 2004), is a low-intensity intervention that can be used as a support for students who require additional support to meet school-wide behavior expectations. The intervention consists of three primary components: a scheduled check-in with a school staff member at the beginning of each day, a Daily Progress Note, and a scheduled check-out with the same staff member at the end of the day. These three components are designed to provide opportunities for building positive relationships, access to adult attention, instructive feedback on the student's behavior throughout the day, and positive reinforcement for behavioral successes (Lane, Capizzi, Fisher, & Ennis, 2012). Download all documents for BEP/CICO, or download individual items: For more information, please consider Responding to Problem Behavior in Schools: The Behavior Education Program (2nd Edition). For resources and materials, please visit the Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) website or visit pbis.org and search for Check-In Check-Out or the Behavior Education Program.

BEHAVIOR-SPECIFIC PRAISE (POSTED AUGUST 20, 2015)

Behavior-Specific Praise TRANSCRIPT Behavior-specific praise is an essential component of Tier 1 (primary) prevention frameworks used to teach a range of new behaviors and ensure continued use of established behaviors using positive reinforcement. In addition to being a core component of Tier 1 efforts, behavior-specific praise (BSP) can also be used as a targeted support at Tier 2 and as an element of Tier 3 supports. In these materials we invite you to learn more about the how and why of behavior-specific praise. Background: Creating a positive school climate and safe classroom environments where students feel connected to a caring adult can begin with the simple act of acknowledging appropriate behavior. Using general praise statements is most likely a part of every teacher's repertoire of behavioral strategies, but the form of praise that has proven to be most effective is behavior specific praise, or praise statements that include reference to the specific behavior for which the student is being recognized. Behavior-specific praise statements are statements that praise the student and clearly state what desirable behavior has been performed, such as "Bob, great job showing your work on your math homework," or, "I like the way you pushed in your chair as we got ready to go to lunch. That keeps the walkways safe." Behavior-specific praise can be used to acknowledge the appropriate behavior of an individual student or multiple students engaging in academic and non-academic tasks. It is a simple and effective strategy that is cost-free and time-efficient. For more information and resources on this strategy, please see Chapter 3 inSupporting Behavior for School Success: A Step-by-Step Guide to Key Strategies (Lane, Menzies, Ennis, & Oakes, 2015) available from Guilford Press. Download all documents for behavior specific praise, or download individual items:

DIRECT BEHAVIOR RATING (UPDATED January 09, 2020)

Direct Behavior Rating (DBR; Chafouleas, Riley-Tillman, Christ, & Sugai, 2009), also known as Daily Behavior Report Card (DBRC; Chafouleas, Riley-Tillman, Sassu, LaFrance, & Patwa, 2007), is an intervention and progress-monitoring tool that uses teacher feedback and home-school communication to help students meet behavior expectations to facilitate school success. There are two primary components of DBR: (a) frequent, structured teacher feedback to the student about his/her behavior, and (b) a DBR form used to rate one or more specific behaviors and share this information with other stakeholders, such as a student's parents (Music, Riley-Tillman, & Chafouleas, 2010). DBRs are flexible tools that can be used to target one or more behaviors across one or more time periods per day. For more information, DBR training, and materials please visit: http://dbr.education.uconn.edu.

Download all documents for DBR, or download individual items:

HIGH-P REQUEST SEQUENCE (HIGH-P) (POSTED November 03, 2016)

High-p TRANSCRIPT High- p Request Sequence (High- p) is a positive behavior support strategy that is relatively easy to implement with a little planning. High- p is an antecedent-based strategy, meaning it is both a proactive and preventative strategy which promotes success and does not require a problem behavior to occur before responding. The high- p strategy builds behavior momentum to increase responding to low- p behavior. High- p is used to engage learners while reducing the chance of reinforcing noncompliant behavior. At the same time, this strategy offers students high rates of reinforcement for appropriate responding. While there are different strategies associated with behavior momentum and high- p requests, we look to the definition offered by Cooper, Heron, and Heward (2007), which defines high- p strategy as "an antecedent intervention in which two to five easy tasks with a known history of learner compliance (the high- p requests) are presented in quick succession immediately before requesting the target task, the low- p requests" (p. 697). In these materials, you will learn about high- p strategy; how it is effective; the research supporting its use; benefits and challenges; and how to design, implement, and evaluate high- p strategy in your classroom including treatment integrity and social validity. For more information and resources on this strategy, you may also read Chapter 6 in Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies (Lane, Menzies, Ennis, & Oakes, 2015) available from Guilford Press. Download all documents for High-P, or download individual items:

REPEATED READINGS (POSTED DECEMBER 28, 2015)

Repeated readings is an instructional strategy used to support students in developing oral reading fluency. Students have multiple opportunities to practice the reading aloud of passages at their independent level, meaning they are able to read the text with at least 95% accuracy. When using repeated reading as an instructional strategy, identify a tutor (e.g., teacher, paraprofessional, peer), appropriate text (i.e., passages, Readers Theater, class texts), and other materials for implementation (e.g., timer, graph for student and tutor progress recording). The student and tutor set a fluency goal and monitor progress toward the goal, increasing the rate until the student is reading at the expected rate. Tutors provide instructive feedback to the student as necessary, focusing on accurate word decoding, prosody (e.g., intonation), and rate of reading. The use of repeated readings enables students to develop reading fluency, as the repetitive process increases familiarity with the text as well as comprehension through multiple exposures. In these materials you will learn more about the use of repeated readings, why it is effective, the research that supports repeated readings, benefits and challenges, and how to evaluate treatment integrity and social validity. Download all documents for repeated readings, or download individual items:

SELF-MONITORING (POSTED AUGUST 11, 2015)

Self Monitoring TRANSCRIPT Self-monitoring is a versatile intervention that can be used to address behavioral, social, or academic needs. In addition, it is relatively simple to implement. When teaching a student to improve self-monitoring, two processes must occur: observing and recording. The observation component requires that a student be able to determine whether a given behavior occurred. This requires that the student be very clear as to the exact definition of the required behavior. At the end of a given interval, the student must make a determination as to whether or not he or she was engaged during that entire period. Then the student needs to record his or her behavior - the second process of self-monitoring. Some students may require an external reinforce that meets the function of the behavior. In brief, people engage in behaviors to either obtain or avoid attention, activity, or sensory experiences. However, for other students, the act of monitoring and recording their behavior is reinforcing enough to increase the future probability of the target behavior occurring.

Download all documents for self-monitoring, or download individual items:

SELF-REGULATED STRATEGIES DEVELOPMENT (SRSD) FOR WRITING (POSTED APRIL 22, 2016)

Self-regulated strategies development (SRSD) for writing (Harris & Graham, 1992) is an evidence-based strategy to teach genre-specific and general writing, and the knowledge needed to use these strategies. This model is designed to teach the elements of the writing process across six stages of instruction. The number and duration of lessons varies because each stage of the model is taught to mastery (Harris, Graham, Mason, & Friedlander, 2008). The subsequent materials provide teachers a procedural checklist for implementing SRSD for writing as an intervention, sample writing cues, treatment integrity checklist, and pre/post-intervention social validity measures for students and teachers. For more information and resources on this strategy, please see Powerful Writing Strategies for all Students (Harris, Graham, Mason, & Friedlander, 2008). Download all documents for SRSD, or download individual items: For more information and resources, such as assessments, unit plans, and mini-lessons, visit theThink SRSD website ( http://www.thinksrsd.com/srsd/) or to view an IRIS Center module on SRSD click here or visit http://iris.peabody.vanderbilt.edu/module/srs/.

TIER 3: INDIVIDUALIZED DE-ESCALATION SUPPORT PLAN for MANAGING THE ACTING OUT CYCLE (POSTED AUGUST 10, 2016)

Intervention grid: PDF or MS-Word

Individualized De-escalation Support Plan TEMPLATE: PDF or MS-Word

Individualized De-escalation Support Plan SAMPLE: PDF or MS-Word

For more information and examples of how to use this strategy, please see the following references: Colvin, G. (2010). Defusing disruptive behavior in the classroom. Thousand Oaks, CA: Corwin. Colvin, G., & Scott, T. (2015). Managing the cycle of acting-out behavior in the classroom (2 nd Edition). Thousand Oaks, CA: Corwin.

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Location: KU via Zoom Information: See flyer below Registration: Follow links in flyer Active supervision can be used as a low-intensity, teacher-delivered strategy to support students meeting behavior by frequently and proactively monitoring students during specific settings or times.

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www.5pointscale.com was developed to share information about the use of the 5-point scale and other systems to teach social and emotional concepts to children and adults who could use some extra…

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Reproducible Forms from Executive Skills in Children & Adolescents

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Reproducible Forms from Executive Skills in Children & Adolescents

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OuiSi Photo Cards "Visually Connect" based on shared patterns, shapes and colors. It's accessible yet fun and challenging for kids (4+) and adults alike.

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Games for Creativity, Conversation and Connection | OuiSi

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OuiSi (“we-see”) makes award-winning creative games for families and classrooms. Each set comes with 210 photo cards and a guidebook full of a dozen fun activities. The games are accessible yet profound, regardless of age. Enjoy OuiSi Original – our first edition and bestseller – or enjoy our new nature and art sets.

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Smart but Scattered EF Questionnaire- Adult 

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Smart but Scattered EF Questionnaire- Adult 

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A guidebook for teens and adults with Williams Syndrome, Autism, ADHD, Intellectual Disabilities, and other human conditions that may present challenges in building healthy relationships.

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EF Academy Part 2: Assessment & Analysis - Slide Deck

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EF Academy Part 2: Assessment & Analysis - Slide Deck

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EF Academy Part 1: The Fundamentals - Slide Deck

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EF Academy Part 1: The Fundamentals - Slide Deck

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Decline in Independent Activity as a Cause of Decline in Children’s Mental Well Being

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Decline in Independent Activity as a Cause of Decline in Children’s Mental Well Being

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** This is a detailed analysis of AG’s EF skills and response to a specific referral question. The purpose of this example is to demonstrate how to synthesize and analyze EF information and give district-level specialists ideas on wording and structure.

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An app to simplify data​ collection, improve data ​analysis efficiency, & save you time

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Promoting Self-Regulation in Adolescents & Young Adults: Practice Brief

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Promoting Self-Regulation in Adolescents & Young Adults: Practice Brief

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Promoting Self-Regulation in the First 5 Years: Practice Brief

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Promoting Self-Regulation in the First 5 Years: Practice Brief

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Self-Regulation Snap Shot #6: Young Adults

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Self-Regulation Snap Shot #6: Young Adults

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Each snap shot provides a review of key concepts; a listing of the skills developing in that phase; an image of how co-regulation looks in that phase; a review of lessons learned about interventions to promote self-regulation; key considerations for promoting self-regulation in that phase, and more.

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Self-Regulation Snap Shot #5: High School

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Self-Regulation Snap Shot #5: High School

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Each snap shot provides a review of key concepts; a listing of the skills developing in that phase; an image of how co-regulation looks in that phase; a review of lessons learned about interventions to promote self-regulation; key considerations for promoting self-regulation in that phase, and more.

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Self-Regulation Snap Shot #4: Middle School

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Self-Regulation Snap Shot #4: Middle School

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Each snap shot provides a review of key concepts; a listing of the skills developing in that phase; an image of how co-regulation looks in that phase; a review of lessons learned about interventions to promote self-regulation; key considerations for promoting self-regulation in that phase, and more.

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Self-Regulation Snap Shot #3: Elementary

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Self-Regulation Snap Shot #3: Elementary

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Each snap shot provides a review of key concepts; a listing of the skills developing in that phase; an image of how co-regulation looks in that phase; a review of lessons learned about interventions to promote self-regulation; key considerations for promoting self-regulation in that phase, and more.

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Each snap shot provides a review of key concepts; a listing of the skills developing in that phase; an image of how co-regulation looks in that phase; a review of lessons learned about interventions to promote self-regulation; key considerations for promoting self-regulation in that phase, and more.

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Self-Regulation Snap Shot #1: Infants & Toddlers

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Self-Regulation Snap Shot #1: Infants & Toddlers

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Each snap shot provides a review of key concepts; a listing of the skills developing in that phase; an image of how co-regulation looks in that phase; a review of lessons learned about interventions to promote self-regulation; key considerations for promoting self-regulation in that phase, and more.

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Integrating Self-Regulation in the Early Childhood Classroom

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Integrating Self-Regulation in the Early Childhood Classroom

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This episode is for you if you are interested in learning more about the importance of self-regulation, about common myths or misperceptions about self-regulation, and why our job is critical in ensuring children's success in school and of course in life.

Spoiler alert...here are a few of the myths I explore with guests Dr. Megan McClelland and Dr. Shauna Tominey:

Children are either born with it or they're not.

Self-regulation develops naturally given time.

Boys are always worse than girls at these types of skills.

By the time children enter kindergarten, they should have the self-regulation skills they need for academic success.

Your take away is that the brain areas associated with self-regulation are malleable, and self-regulation can be practiced and strengthened!
As a bonus to this episode, you'll learn more about how important it is to address development and learning from a whole child perspective, how to use their book, Stop, Think, Act to create embedded learning opportunities with evidenced-based interventions, and about a self-paced course they offer through Oregon State University called Red Light, Purple Light: A Self-Regulation Intervention Program.

LISTEN NOW!

Click here to download the transcript for Episode 29.

The free download for Pre-K Teach & Play podcast episode 29 includes five evidence-based games designed to improve children's self-regulation. The download comes in English and Spanish and the games can be played at home, at school, and in the community.
Resources mentioned during the episode:
Self-regulation snapshots: "Free snapshots for practitioners and educators to use for each of six developmental phases. Each snapshot provides a review of key concepts; a listing of the skills developing in that phase; an image of how co-regulation looks in that phase; a review of lessons learned about interventions to promote self-regulation; key considerations for promoting self-regulation in that phase, and more."

esources for parents/caregivers, which include developmental milestones related to self-regulation. Zero To Three: Many different r Click for a good example.

Duncan, R. J., Schmitt, S. A., Burke, M., & McClelland, M. M. (2018). Combining a kindergarten readiness summer program with a self-regulation intervention improves school readiness. Early Childhood Research Quarterly, 42, 291-300. doi: 10.1016/j.ecresq.2017.10.012

McClelland, M. M. & Cameron, C. E. (2018). Developing together: The role of executive function and motor skills in children's early academic lives. Early Childhood Research Quarterly. doi: 0.1016/j.ecresq.2018.03.014

McClelland, M. M., Tominey, S. L., Schmitt, S.A., & Duncan, R. (2017). Social-emotional learning interventions in early childhood. Future of Children, 27(1), 33-48. Retrieved from http://www.jstor.org/stable/44219020

McClelland, M. M. & Tominey, S. L. (2015). Stop, think, act: Integrating self-regulation in the early childhood classroom. London, UK: Taylor & Francis. (available for purchase at: https://www.amazon.com/Stop-Think-Act-Integrating-Self-Regulation-ebook/dp/B014KS6IA8)

Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 30, Part A(0), 20-31. doi: http://dx.doi.org/10.1016/j.ecresq.2014.08.001

Tominey, S. & McClelland, M. M. (2013). Quantitative and qualitative factors related to the effectiveness of a preschool behavioral regulation intervention. National Head Start Association Dialog, 16(3), 21-44. (Available here)

Tominey, S. L., & McClelland, M. M. (2011). Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education & Development, 22(3), 489 - 519. (Available here)

More activities to teach self-regulation - infancy to adolescence [link]
Information about a course o Red Light, Purple Light: A Self-Regulation Intervention Program Course Description and Objectives ffered by Drs. McClelland and Tominey
Self-regulation is a necessary skill for children that aids their development and success in school and life. This expertly-designed course gives you the training needed to implement evidence-based self-regulation activities with young children in your classroom and at home.

This course is for teachers, trainers, administrators serving children Pre-K through 1st grade. It is a self-paced course so you can start when you want. You will get six hours of ongoing professional development credit and will learn how to:

Gain an understanding of self-regulation and why it is important.

Improve your understanding of research on self-regulation skills and how children learn and develop self-regulation.

Learn how to implement the Red Light, Purple Light self-regulation intervention.

After completing the course, you will have a firm understanding of the importance of self-regulation for children's healthy development and school success, as well as specific ways to improve these skills in young children. You will also learn everything you need to implement the "Red Light, Purple Light" self-regulation intervention in early childhood settings. Finally, you will complete the course with a number of resources to help you implement this intervention successfully and help the children in your life develop the self-regulation skills they need to thrive!

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Episode 29: Stop, Think, Act: Promoting Self-regulation In Young Children

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This episode is for you if you are interested in learning more about the importance of self-regulation, about common myths or misperceptions about self-regulation, and why our job is critical in ensuring children's success in school and of course in life.

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Keep your cool. Don't flip your lid. Don't get bent out of shape. Get a grip.

Going off the deep end. Hot under the collar. Steamed up. Hit a raw nerve.

It's not entirely clear why, but the English language has many different ways to describe emotional control-and situations where we don't always do the best job of keeping our feelings in check. Perhaps it's one reason we consider it one of the most important executive functioning skills you can practice with your teen.

What is emotional control?

Emotional control describes how we manage and respond to emotional experiences in the environment, particularly stressful ones. Sometimes known as emotional regulation, emotional control can include many different behaviors. Staying calm when frustrated, disappointed, or angry and staying relaxed when excited, nervous, or frightened. Avoiding saying or doing things that may cause harm to self or others is another way we can describe emotional control.

What Research Says

Research supports that emotional control is among the most critical skills necessary for children and teens to grow into healthy and independent adults. According to the University of North Carolina at Greensboro Center for Youth, Family, and Community Partnerships (CYFP), effectively managing emotions impacts:

Academic achievement

School readiness

Mental health

Student-teacher and parent-child relationships

Peer-to-peer relationships

When teens and adults fail to demonstrate good emotional control and regulation, it can also cause negative impacts, including chronic stress, implications on sleep, health conditions like hypertension and digestive disorders, and mental health concerns like depression and anxiety.

Here's what else we know about why it's important to practice emotional control with your teen:

Emotional triggers frequently happen as a teen.

21 st-century teens have busier schedules than ever, crammed with school, work, hobbies, friends, and family. It also means their schedules are also packed full of opportunities where frustration, disappointment, and challenges emotions occur. Relationships also become more complex, and the expectations for social behaviors increase in our adolescent years. Being intentional about practicing emotional regulation skills can be an essential part of helping reduce the stress and manage the emotional triggers that often happen for our teens.

Emotional control won't just 'happen.' It comes from learned experience and skill-building.

While many parents and teachers take a "hope for the best" strategy for emotional control, research shows it's better to be intentional about helping your teen build these skills. Especially for teens with unique learning needs, who may or may not need customized interventions to learn new skills, assuming that emotional control will just 'happen over time' puts your teen at risk for falling behind and experiencing greater stress.

We learn about emotional regulation by watching others, talking about emotions, and getting feedback from others on our behavior. It takes many more learning opportunities for some teens to learn emotional control than others. Practicing strategies to manage emotions (like the Stop, Think, Act method below) and exploring the consequences of emotions provides the practice in real-life scenarios your teen needs to be successful.

Consequences Will Only Get More Challenging

The final reason we like to offer parents and teachers for tackling emotional control is that the consequences of emotional dysregulation only get more severe as children grow older. Pushing another student might mean a trip to the principal's office as a teen. Pushing another adult in the grocery store could mean criminal charges as an adult. Refusing to complete a task at home might mean losing access to screen time. Refusing to complete a task as an adult could mean getting fired from a job. Learning to manage emotions, avoid conflict, and avoid impulsive behavior while the consequences are less severe is critical for preventing more severe consequences later.

Using the Stop, Think, Act Method

Now that we know why it's so essential the next question parents ask is how to teach emotional control to our teens. One evidence-based method used to teach children and teens better emotional control is the "STOP, THINK, ACT" method.

In high-stress situations, the method teaches the individual to:

STOP - First, take a pause. Take a breath. There's no chance of demonstrating good emotional control if we're acting on impulse.

THINK - Next, state the problem. What's happening right now that is causing stress, upset, or frustration? What feelings-either physical or emotional-are happening as a result of this problem? Think about a solution or an alternative. What's the best way to resolve the issue?

ACT - Try out the best plan. If you're not sure what the best strategy is, the best action is to communicate that to someone else in the environment. Sometimes the best emotional control is to say, "I need help right now."

Practice the Method With Your Teen

The best way for your teen to learn emotional control tools like Stop, Think, Act is to practice it outside of challenging emotional situations. Identify a time to practice and rehearse difficult situations. Have your teen practice stopping to think through solutions and rehearse actions that demonstrate positive emotional responses. Give feedback when your teen is open to it (rather than waiting to teach an emotional response when they're already upset).

To practice emotional control, download our Tough Stuff Flashcard Deck. As mentioned above, emotional control doesn't just happen-it takes practice. The scenarios in the Tough Stuff Flashcard Deck are all situations where your teen might struggle to control emotions. Use the flashcards to rehearse and practice how they might Stop, Think, and Act with your teen.

Stop, Think, Act Works For Parents, Educators and Coaches Also!

The research on the Stop, Think, Act method has also shown that parents, teachers, and others working with unique learners can benefit from a concrete set of steps to manage challenging situations. If you're struggling with your teen or dealing with challenging behavior with a student, it can help complete the same steps.

STOP - Take a breath. Remember that you're doing your best as a parent or teacher right now to help. Remember also that not every individual has the skills or tools to be successful yet. That's why you're working so hard to teach.

THINK - Examine the emotional state of your body and your thoughts. Are you holding tension? Is your voice volume elevated? Identify your feelings before you start thinking about a strategy to move forward. What has worked in the past? What are the options right now? Is this a teachable moment or a time to manage the behavior? Do you need help from someone else to proceed?

ACT - As quickly as possible, evaluate the options and take action. Again, it's okay as a parent, teacher, or coach to take action by asking for help.

In some research models, the Stop, Think, Act Method also includes a "Review" stage, when after taking action, there's dedicated time to review what went well or what you might do differently next time. As parents and teachers, incorporating time to debrief and discuss with your teen can be a valuable tool to promote success in the future.

Seeking Out Help

If you've reviewed some of the tools and strategies to practice emotional control skills above and aren't quite sure where to begin, that's okay. For many families, a boost in executive functioning skills requires an 'all-hands-on-deck approach. If you've tried some of the strategies above or are concerned you may not have the support necessary to address your teen's emotional control, consider who else might help support you and your child.

Your child's medical care team or an experienced mental health professional can assist you in how to get started. Working with a trained professional with experience in helping teens develop and enhance executive functioning skills doesn't mean you're a 'bad or 'inadequate' parent. It means you're taking the best steps possible to help your child succeed.

Further Reading

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Stop, Think, Act: How To Practice Emotional Control Skills With Your Teen | Life Skills Advocate

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How do you help your teen think before they act? Try the Stop, Think, Act, Review exercise with them and help them get control of their impulses.

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Independent living skills (ILS) are the tasks students need to manage their daily life, such as housework, hygiene, and time management.

Checklists

These documents help you track what students should be able to do at each grade level.

ILS Checklist

Use the ILS Checklist to document when a student is able to accomplish each skill.

ILS Guides

These guides outline what skills are appropriate by the end of each grade. The skills are included on the ILS Checklist.

ILS Modules

The ILS Modules were designed to help regional and local districts easily set up an ILS program to help children who are Blind/Visually Impaired (BVI) to learn the skills necessary for managing daily life. ILS is one component of the nine categories of the expanded core curriculum (ECC) and includes cooking, cleaning, dressing, hygiene, home maintenance, laundry, organization, and more. These skills are essential for students' immediate use as well as use in the future as they go on to seek and maintain employment.

These easy-to-follow, downloadable ILS modules contain sample lessons, templates, checklists, and embedded trainings.

ILS Calendars

These calendars provide suggestions for practicing one ILS task each weekday. The tasks are to be completed at home, and the sheet may be returned to the student's teacher at the end of each month.

Tips and Lessons

These resources explain how to teach different ILS.

General

Five-Minute ILS [PDF]
This MDE-LIO document lists ILS activities students can complete in five minutes or less.

Video Clips on Blindness Tips
The Washington State School for the Blind hosts videos that show how to teach various skills.

Kitchen and Food

Leisure

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Independent living skills (ILS) are the tasks students need to manage their daily life, such as housework, hygiene, and time management. These documents help you track what students should be able to do at each grade level. Use the ILS Checklist to document when a student is able to accomplish each skill.

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** This is a detailed analysis of KR’s EF skills and response to a specific referral question. The purpose of this example is to demonstrate how to synthesize and analyze EF information and give district-level specialists ideas on wording and structure.

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Parenting Took Kit for Emotional Regulation

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Parenting Took Kit for Emotional Regulation

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** This is a detailed analysis of LK’s EF skills and response to a specific referral question. The purpose of this example is to demonstrate how to synthesize and analyze EF information and give district-level specialists ideas on wording and structure.

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Online Parenting Program

Learn what you can do to help your child manage stress and anxiety. Developed by experts and evidence-based.

Based on the latest research

Strategies you can apply at home

Symptom Checker

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You become a cognitive-behavioral therapy (CBT) expert

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Online Parenting Program Learn what you can do to help your child manage stress and anxiety. Developed by experts and evidence-based. Based on the latest research Strategies you can apply at home Symptom Checker 24/7 access, private and self-paced You become a cognitive-behavioral therapy (CBT) expert

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Superflex… A Superhero Social Thinking Curriculum Package (two-book set)

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Kids around the world are having fun learning about their own super-strengths using the Superflex® Curriculum. Students learn how to become a flexible superhero through engaging and motivating activities. Often without realizing it, they develop flexible-thinking, perspective-taking, and self-regula…

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EF: Working Memory: Writing: Teacher & Student Interview Questionnaire 

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EF: Working Memory: Writing: Teacher & Student Interview Questionnaire 

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EF Academy Part 5: Writing & EF - Slide Deck

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EF Academy Part 5: Writing & EF - Slide Deck

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Channie’s Visual Handwriting Worksheet for 1st - 3rd Grade | Handwriting Simplified! Visual Writing Tools for Kids | Handwriting Practice for Kids, Kids Writing Book, Practice Writing Book for Kids

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Amazon.com: Channie’s Visual Handwriting Worksheet for 1st - 3rd Grade | Handwriting Simplified! Visual Writing Tools for Kids | Handwriting Practice for Kids, Kids Writing Book, Practice Writing Book for Kids : Office Products

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Abilitations Hi-Write Intermediate Paper, Level 2, Pack of 100 Sheets

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Buy Abilitations Hi-Write Intermediate Paper, Level 2, Pack of 100 Sheets: Everything Else - Amazon.com ✓ FREE DELIVERY possible on eligible purchases

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Legal Disclaimer

Statements regarding dietary supplements have not been evaluated by the FDA and are not intended to diagnose, treat, cure, or prevent any disease or health condition.

To report an issue with this product, click here.

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Raised Lines Paper - Widelines - Portrait

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Help the visually impaired and blind learn where to write, where to start, where to stop and how to form correct letter sizes with consistency. Thick and colorful blue raised baselines help guide the user to improved handwriting with both visual and tactile clues. This paper has 5/8 space between...

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Browse Typing Educational Resources | Education.com

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Browse Typing Educational Resources. Award winning educational materials designed to help kids succeed. Start for free now!

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Dance Mat Typing - Best Typing Training For Students

Do you have kids or students who want to learn how to type? Dance Mat Typing by the BBC is a good choice. It is interactive, fun, free and easy-to-use for kids; the system is complete with animated animal characters, graphics and sounds. We provide friendly menus or lists and other cool stuff to make it easier for you and your kids to use Dance Mat Typing to effectively learn how to type.

Dance Mat Typing is structured as a series of four levels with three stages for each level (you can find them in the menu above). The animated animal teachers take kids through each of the 12 stages, narrating and showing them where to place their fingers on the keyboard, which fingers to use to type particular keys with onscreen cartoon hands. At the end of each stage, there is always a song by the teacher and his or her supporting cast to celebrate the kids' accomplishments.

Dance Mat Typing will help your kids learn to type - or if they can type already, it'll help them get better and better!

No signing up or logging in; the clear instructions and simple interface may very well allow kids to use it without adult assistance.

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" Dance Mat is great fun! It shows us how to type using the correct fingers. We have been using it each week. Here are some pics. "
Dance Mat Typing Level 1 Dance Mat Typing Level 2 Dance Mat Typing Level 3 Dance Mat Typing Level 4
Hello kids, welcome to join the Dance Mat Typing course. In this course, there are totally 12 stages divided into 4 levels that will help you learn typing from scratch. Even though you don't have any clue about typing now, you will become a "typist" who can type fast without looking at the keyboard when you finish all the tasks in these 12 stages.

There must be tons of different courses and practicing programs for typing, but most of them are not attractive to kids or students because of the boring exercises and low-quality images. With this BBC typing course, you will experience a totally different learning journey.

Now, let me give you guys a general introduction about the BBC typing class - Dance Mat Typing.

You will meet different teachers in this flash course. They are (from the first stage to the last stage) Goat, Octopus, Rooster, Hip, Ninja Turtle, Flamingo, Yak, Giraffe, Queen ant, Cat and Snake. When you come to the last stage, you will meet the whole family there, and I can't wait to tell you that there is a big party waiting for you!

In each stage, there are also some support characters. They will give you some tips when you cannot type on the right key, and they will pay you compliments when you finish a task. Different scenes are designed for each stage in this flash game of learning typing, you will learn how to type while appreciating the beautiful views. It will make you feel like you are traveling if you open your mind to imagine.

In different stage with different scenes, the tasks are set up with different objects. For example, in stage one, because the goat is a rock star, you will break all the music discs at the bottom of the screen when you finish all the tasks; in stage three in which the main cartoon character is rooster, you need to break all the eggs to accomplish all the tasks.

Apart from all the things mentioned above, the characters will say something very interesting in the process of learning typing. For example, the octopus in the stage two will teach you some Italian like "ciao, bambini" which means "hello, kids", and the yak in the stage seven will take you to one of the most mysterious places in this world - Tibet and tell you some mysterious stories about it.

Last but not the least, one of the highlights of this flash is the music. Different cartoon characters will play a different genre of music. For example, the rock star, goat, will sing a rock roll song with playing guitar; the yak from Tibet will play some kinds of Tibet music which are really quiet and mysterious; The flamingo will bring you some lively Spanish style flamenco music.

Anyway, all I want to say is that this BBC typing course is really interesting and useful. You will learn how to type fast without looking at the keyboard while having fun. I promise you won't get bored. Giving it a try will be more meaningful than anything I said here. Enjoy the Dance Mat Typing!

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Dance Mat Typing - BBC Typing Guide, Typing Test and Games

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Single Paragraph Hamburger Graphic Organizer

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Single Paragraph Hamburger Graphic Organizer

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Single Paragraph Hamburger Writing Graphic Organizer

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Help students to adjust for over or under-estimating the time it takes to complete tasks

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Teaching EF skills to 2nd graders: games, books & video links

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Teaching EF skills to 2nd graders: games, books & video links

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Assistive Technology Guide for EF Support

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Assistive Technology Guide for EF Support

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Self Monitoring of Attention Teaching Tutorial

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Self Monitoring of Attention Teaching Tutorial

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10 Suggestions for Study Motivation & Sustained Attention

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10 Suggestions for Study Motivation & Sustained Attention