Self-Regulation & Sensory | Determining the Need
Points to Consider: Student, Environment, Task & Tool
Student:
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How does the student struggle with maintaining attention, staying on task and staying organized?
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How does the student's behavior interfere with following routines, task initiation and completion and establishing social relationships?
Environment:
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How flexible is the learning environment and classroom structure?
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Are there universal supports available in the environment (program, classroom, building, district) that can first be trialed with the student?
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How can the environment(s) support individual needs while providing structure and guidance?
Task:
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What activities are motivating to the student?
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Which tasks may be flexible and responsive to alternative supports?
Tool:
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What tools or supports have been tried, and why did they succeed or fail?
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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.
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Consider tools that impact position and movement, lighting and sound, sensory under or over stimulation, schedule and structure, or positive behavior supports.