Preventing Problem Behaviors for Students with Developmental

An Emotional Regulation Approach (ERA) to preventing and managing problem behaviors focuses on building a student's capacity to achieve a well-regulated emotional state through self- and mutual-regulation. In Preventing Problem Behaviors for Students with Developmental Challenges Through an Emotional Regulation Approach: Guide #2 - Symbolic Stage, authors Barry M. Prizant and Amy C. Laurent provide information to help teachers and related personnel understand the rationale for and benefits of an Emotional Regulation Approach to preventing problem behavior and offer guidelines for developing emotional regulation plans for students who use symbols (e.g., spoken language, pictures, written language, sign language) to communicate.

This concise yet comprehensive laminated guide answers fundamental questions about an ERA, including:

• What is an ERA for problem behavior?
• What are self-regulation and mutual regulation?
• What is the value of an ERA?
• What impact does arousal have on symbolic communication?
• What is the role of emotional memory in emotional regulation?

The guide describes a team approach to designing preventative strategies that support a student's emotional regulation throughout the day, as well as reactive approaches for times when problem behaviors occurs. A detailed six-step process for creating an emotional regulation plan is presented along with generic and strategic prevention strategies as well as and heat-of-the-moment and recovery strategies.

This highly useful reference tool includes four detailed tables showing

• Risk factors and functions and corresponding strategies for reducing risk and supporting prevention
• Common problem behaviors, the sensory inputs involved in the behavior, and specific accommodations to meet sensory needs and assist with emotional regulation
• Possible communicative functions of and replacement communication strategies for specific behavior problems
• Categories and characteristics of unconventional verbal behavior and corresponding interventions