Enhancing Problem-solving Skills and Self-regulation in Education

1 Problem Solving and Self Regulation

2 Today s Learning Outcomes To understand problem-solving and self- regulation and their connection to communication and perspective taking. To gain practical strategies that support self- regulation and problem solving.

Overview of the day 3 Introductions and ice breaker Define self-regulation and why it is important Ways to support self-regulation Activities Define problem solving and why it is important Steps to good problem solving Activities Connecting problem solving and self regulation to communication and perspective taking Quiz Evaluation

4 Introductions/Ice Breakers Choose one candy from the bowl Each colour represents on piece of information you will share: Red-favourite place on earth Green-dream job Blue-last movie you watched Other colours-anything you want to share

5 What is self regulation? the ability to do what needs to be done to be in the optimal state for a given situation, (L. Kuypers, 2011).

6 Why is self-regulation so important? Within the last decade research has indicated that lack of self regulation early in a child s life has broad reaching consequences, both medical and psychological, (S. Shanker, 2011).

Possible consequences of lack of self-regulation. 7 Lack of academic success Internalizing problems Externalizing problems Cardiovascular disease Autoimmune disorder Cancer Risky behaviour Obesity Cognitive problems

8 Stuart Shanker s Five Domains of Self- Regulation Biological: how you respond to stimuli at the biological level Emotional: how you deal with strong feelings Cognitive: how you process, store and retrieve information Social: how you understand and respond to social cues Prosocial: how you demonstrate positive skills like empathy 1. 2. 3. 4. 5.

9 Biological Domain Biological: Indicators for Support Difficulty sitting still Easily distracted Hyper alert Support Strategies Warnings for transitions Sensory tools available Drumming The activity or energy level in the nervous system.

Emotional Domain 10 Emotional: Indicators of Support Over excited Intense frustration Extreme fears Support Strategies Deep breathing Journaling feelings Social stories Modeling Feelings and moods both negative and positive

Cognitive Domain 11 Cognitive: Indicators for Support Difficulty shifting attention Struggles with sequencing impulsive behaviours Support Strategies Break down instructions Create a quiet work space Identify interests Mental process such as memory, acquiring and retaining information

Social Domain 12 Social: Assessing, understanding and responding to social cues appropriately Indicators for Support Social awareness is lacking Cannot read others Difficulty with cooperative play Support Strategies Facilitate group activities Feeling games Mind reading games

Prosocial Domain 13 Prosocial: Indicators for Support Does not consider others feelings Too overwhelmed to read social cues Support Strategies Modeling Social stories Empathy programs Teaching perspective taking Social acceptance, friendship, empathy and peer to peer interactions

14 Activity: How do you self-regulate? Take a moment to think of things you do in a typical day to regulate yourself, in order to function and interact in a positive way. In what domains do you require the most self- regulation? Share with a partner

15 Self Regulation vs. Compliance Self Regulation A child recognizes the noise during assemblies raises his/her stress level causing agitation and excessive wiggling. They decide to wear ear plugs and bring a fidget toy to help calm themselves during noisy times. Compliance A child is sent to the assembly without any tools, told to sit quietly or they will not be able to go out for recess. The child is even more stressed due to the added pressure of missing recess, but does their best to comply.

Ways to Support Self-Regulation 16

Activity: 5 Point Scale 17

Activity: Zones of Regulation 18

19 What is problem solving ? a self-directed cognitive process by which a person attempts to discover adaptive ways to deal with problematic situations that happen in everyday life, (D Zurilla and Nezu, 1982).

Why is problem solving so important? 20 It is a critical skill that supports an individuals ability to self-regulate Our daily life is filled with both big and little problems through out the day. Good problem solving skills allows children to effectively make decisions with confidence and increase independence from adult support It is a skill the will transfer into all aspects of life as a child grows up

Steps to Good Problem Solving 21 Most problem solving methods follow similar basic steps: 1. Identify the problem 2. Brainstorm solutions 3. Choose a solution (social behaviour maps should be used) 4. Try the solution 5. Decide if it worked. Consider next steps..

Problem Solving Strategies 22

Activity: Modern Family Problem Complete the handouts after watching the video. 23

Putting it All Together 24 A good problem solver requires someone Who can clearly articulate their needs and emotions (communication) Who can self-regulate. This requires them to see various perspectives on a situation, including how they are perceived by others 1. 2.

25 Four Steps that bring the concepts together 1. Think about people and what they are thinking of me. Self regulate to keep others thinking accurately/positively. 2. Be physically aware of others and yourself. Self regulate to keep your body language open and calm. Look at the facial expressions of others and consider what yours are saying.

Continued 26 3. Use your eyes to consider what others might be thinking about. A problem solving strategy for understanding what people are thinking and feeling. 4. Use your language to connect with others and express yourself. Problem solving by verbally expressing your needs and wants and considering the response of others.

27 Skill Development: 4 Steps Model-direct teaching Watching videos, read books, use social stories and scripts 1. Coach-practice skills with the student Role play, involve peer mentors 1.

Continued 28 3. Reflect and Analyze Provide positive praise and constructive feedback Be specific and provide examples with your feedback 4. Maintain and Generalize Keep parents informed and involved Look for different settings to practice skills

29 Quiz! 10 minutes

Closure 30 1.Summative Assessments 1.Evaluation

References 31 Slide 5 L. Kuypers. (2011). The Zones of Regulation. San Jose, CA, Social Thinking Publishing. Slide 6 S. Shanker, retrieved October 16, 2014 from: http://www.beststart.org/events/detail/bsannualconf11/webcov/presentations/K3_Importance%20of%20Self-Regulation.pdf Slide 7 Education Canada, January 2014, retrieved from: http://www.cea-ace.ca/education-canada/article/foundational- %E2%80%9Cr%E2%80%9D Slides 8-13 S. Shanker. BC Primary Teachers Association, Posted Nov. 10, Retrieved from: 2012http://www.bcpta.ca/wordpress/?paged=2. Slide 17 K. Buron. (2003). The Incredible Five Point Scale. Shawnee Mission, Kansas: Autism Aspergers Publishing. Slide 19 D Zurilla and Nezu.Social Problem Solving. Retreived from: http://www.ub.edu/gdne/documents/sps_chapter_in_APA_book.pdf