Self-Regulation
Components of the Social Thinking Methodology fit within the Self-Regulation concept by addressing self-awareness, expected versus unexpected behaviors and self-regulatory strategies to regulate body, words, emotions and expression based on people and context.
Self-regulation is one of many important components within our lifelong journey of social emotional learning as we each morph and evolve with maturity, experience, changing contexts, etc. Impulsive behavior is observed as unexpected behavior and can result in challenges in both functioning as part of a group, and gaining social acceptance by one's peers, both within and outside the classroom. The lifelong journey of social emotional learning and self-regulation requires more than one treatment framework.
Laurent, A. C. & Rubin, E. (2004). Challenges in Emotional Regulation in Asperger Syndrome and High-functioning Autism. Topics in Language Disorders, 24(4): 286-297.
Samson, Andrea C.; Huber, Oswald; Gross, James J. (2012). Emotion regulation in Asperger's syndrome and high-functioning autism. Emotion, Vol 12(4), 659-665.
Reid, R., Schartz, M., & Trout, A.L. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71(4), 361-377.
Cimeli, P., Neuenschwander, R., Roebers, C.M., & Rothlisberger, M. (2012). How do different aspects of self-regulation predict successful adaptation to school?. Journal of Experimental Child Psychology, 113, 353-371.
