Self-Regulation & Sensory  |  Determining the Need


Points to Consider: Student, Environment, Task & Tool


  • How does the student struggle with maintaining attention, staying on task and staying organized?

  • How does the student's behavior interfere with following routines, task initiation and completion and establishing social relationships?


  • How flexible is the learning environment and classroom structure?

  • Are there universal supports available in the environment (program, classroom, building, district) that can first be trialed with the student?

  • How can the environment(s) support individual needs while providing structure and guidance?


  • What activities are motivating to the student?

  • Which tasks may be flexible and responsive to alternative supports?


  • What tools or supports have been tried, and why did they succeed or fail?

  • What current universal tools exist in the environment for the student to utilize? For example flexible seating and positioning, tools to reduce auditory distractions, visual supports, etc.

  • Consider tools that impact position and movement, lighting and sound, sensory under or over stimulation, schedule and structure, or positive behavior supports.