Category: Science
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The Lifeline That is the Self-Reg Summer Symposium
In a world characterized by constant stimulation and stress, the importance of self-regulation has become increasingly apparent. Understanding the science behind self-regulation and its practical application is key to nurturing well-being and achieving optimal performance. More importantly, it is the key to nurturing our children.
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Myths Behind Restraint and Seclusion – A Literature Review
Federal data indicates that in the United States upwards of 100,000 students are restrained and secluded (R&S) every year in public schools (Kim, 2022). The OCR defines restraint as the act of, “restricting the student’s ability to move his or her torso, arms, legs or head freely” (Office of Civil Rights, 2016) which includes restriction…
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Amygdala Reset Station: Not Just for Kids
Several years before the world was shaken by COVID, I started to see a progressive increase in challenging behaviors in my second-grade classroom. I knew something had to change. I did a lot of reading, searching, and experimenting to find solutions before it got out of hand. I came across information and training in mindfulness.…
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The Dark Side of Rewards, Part 1: Why Incentives Do More Harm Than Good in the Classroom
The use of rewards in the classroom has been a topic of debate for decades. While some argue they can be effective in promoting positive behavior and academic achievement, others believe they can be detrimental to a student’s intrinsic motivation and overall well-being.
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A Self-Reg journey to reducing punitive approaches: What is Self-Reg?
In January of 2022, I started the Self-Reg Foundations Certificate Program. At the time, I was familiar with Dr. Stuart Shanker’s work and his book “Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage with Life.” I previously had the privilege of interviewing Dr. Shanker and Susan Hopkins, the…
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Problematic Behavioral Intervention Strategies: Assumptions about behavior (Part 1)
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based tiered framework intended to improve and integrate all data, systems, and practices affecting student outcomes and an alternative to punitive approaches. However, I have found that when PBIS relies on classic behaviorist models of punishments and rewards (token economy) and is not trauma-informed or based on neuroscience, it can and often…
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Could Your Child Be Locked in a Seclusion Room at School?
How did these practices make their way into schools? It was not too long ago that most children with disabilities were not welcome in American schools. In 1970, schools in the United States educated only one in five children with disabilities, and many states had laws excluding most children with disabilities. In 1975, Congress enacted…
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An Avoidable Crisis: The Unlucky Ones (Part 2)
Dr. Ross Greene refers to kids with “lucky behaviors” and those with” unlucky behaviors.” Kids with lucky behaviors are often more capable of “using words” to describe their feelings. These kids often pout, cry, whine, withdraw, and these lucky behaviors usually get them empathy from the caregiver. This is why they are thought of as…
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Neuroplasticity is our human superpower!
I am determined and hopeful to share a deeper understanding of social and emotional learning through the lens of the nervous system and brain development as we move through year three of a global pandemic alongside many other adversities and challenges our schools are facing and pondering. Early in this school year, staff, educators, students,…
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Alternatives to Restraint and Seclusion
A common question from school staff, administrators, and members of local school boards is “if not restraint and seclusion then what?” In this article, we will address how the current approaches to behaviors of concern are failing and leading to the use of restraint and seclusion. We will also address some of the approaches that…