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
About the Authors:
Barry Prizant, PhD has more than 40 years of experience as a clinical scholar, researcher and international consultant to children and adults with autism spectrum disorders (ASD) and their families. He is an adjunct professor at Brown University, and serves as director of Childhood Communication Services, a private practice. He holds the certificate of clinical competence (CCC-SLP) of the American Speech-Language-Hearing Association and is the 2014 recipient of the ASHA Honors award, in recognition of his provision of exemplary professional services and contributions to persons with significant communication challenges, and their families
Formerly, Prizant was an associate professor of child psychiatry in the Brown University Program in Medicine, founder and director of the communication disorders department at Bradley Hospital in Providence, RI, professor in the School of Communication Sciences and Disorders at Emerson College, Boston, and an advanced post-doctoral fellow in early intervention at UNC, Chapel Hill.
Prizant is a co-author of The SCERTS™ Model: A Comprehensive Educational Approach for Children with ASD and co-editor of Autism Spectrum Disorders: A Developmental, Transactional Perspective. He also created the assessment instruments, Communication and Symbolic Behavior Scale (CSBS) and CSBS-DP, CSBS Infant-Toddler Checklist. He has published more than 120 articles and book chapters and has presented at more than 700 seminars and keynote addresses in the United States and internationally.
His classic DVD series, Autism Spectrum Disorders & the SCERTS™ Model was produced by National Professional Resources, Inc./Dude Publishing. He is also co-author of two laminated reference guides for NPR, Inc. entitled, Preventing Problem Behaviors in Students with Developmental Challenges Through an Emotional Regulation Approach, #1 Presymbolic Stage and Preventing Problem Behaviors in Students with Developmental Challenges Through an Emotional Regulation Approach, #2 Symbolic Stage.
Prizant has developed family-centered programs for newly diagnosed toddlers with social-communication disabilities and ASD and their families in hospital and university clinic settings. He consults widely to schools and agencies in New England, as well and nationally and internationally.
Amy Laurent, EdM, OTR/L is a pediatric occupational therapist who holds a master’s degree in special education. Currently in private practice, she is a New England affiliate of Communication Crossroads and of Childhood Communication Services. Laurent specializes in the education of children with autism spectrum disorders (ASD) and related developmental disabilities. She provides direct educational services to clients, as well as ongoing consultation to educational programs serving individuals with ASD. She also serves as adjunct faculty for the Communication Disorders Department at the University of Rhode Island and for Emerson College in Boston, MA. At these institutions, she teaches undergraduate and graduate courses focused on preparing graduating clinicians to meet the needs of children with autism and their families. In addition, she is a co-developer of the SKIP (Super Kids Interactive Play) Program at the University of Rhode Island. Her publications have focused on emotional regulation in children and adolescents with ASD and its impact on later social competence. She frequently lectures and provides training throughout the United States and internationally on topics related to therapeutic and educational intervention for children with ASD.
As a co-author with Barry Prizant of The SCERTS™ Model, she is a presenter on the National Professional Resources, Inc./Dude Publishing video, Autism Spectrum Disorders & The SCERTS™ Model, as well as co-author of the laminated reference guides, Preventing Problem Behaviors in Students with Developmental Challenges Through an Emotional Regulation Approach, #1 Presymbolic Stage, and Preventing Problem Behaviors in Students with Developmental Challenges Through an Emotional Regulation Approach, #2 Symbolic Stage.