Social Thinking Frameworks: Self-Regulation
Self-Regulation
Components of the Social Thinking Methodology fit within the Self-Regulation concept by addressing self-awareness, expected versus unexpected behaviors and self-regulatory strategies to regulate body, words, emotions and expression based on people and context.
Self-regulation is one of many important components within our lifelong journey of social emotional learning as we each morph and evolve with maturity, experience, changing contexts, etc. Impulsive behavior is observed as unexpected behavior and can result in challenges in both functioning as part of a group, and gaining social acceptance by one's peers, both within and outside the classroom. The lifelong journey of social emotional learning and self-regulation requires more than one treatment framework.
Self-Regulation Research
Here are a few research-based concepts and frameworks representing the foundation for the Social Thinking Methodology as it relates to Self-Regulation. We continue to learn, modify, expand, and generate new articles as it pertains to Self-Regulation. The list below is not meant to be exhaustive by any means, but rather a resource for you!
Laurent, A. C. & Rubin, E. (2004). Challenges in Emotional Regulation in Asperger Syndrome and High-functioning Autism. Topics in Language Disorders, 24(4): 286-297.
Please note, this journal requires purchase or login for complete access
Samson, Andrea C.; Huber, Oswald; Gross, James J. (2012). Emotion regulation in Asperger's syndrome and high-functioning autism. Emotion, Vol 12(4), 659-665.
Please note, this journal requires purchase or login for complete access
Reid, R., Schartz, M., & Trout, A.L. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71(4), 361-377.
Please note, this journal requires purchase or login for complete access
Cimeli, P., Neuenschwander, R., Roebers, C.M., & Rothlisberger, M. (2012). How do different aspects of self-regulation predict successful adaptation to school?. Journal of Experimental Child Psychology, 113, 353-371.
Please note, this journal requires purchase or login for complete access
Motivational Developmental Tools to Support Self-Regulation
