Behavioral Monitoring for Teachers and Parents
For boys and girls with self-regulation disorders.
Set boundaries: Teachers need to limit boundaries to a small area in which they can organize play and regulate physical activities. Boys and girls with self-regulation disorders do not seem to be aware of their actions or surroundings, so areas where play occurs need to be as small as possible so children see each other clearly and look at other children to see what they are doing. Boys or girls need time to develop awareness of them, and how their bodies move in space. Most coordination movements are unregulated and disorganized... Boys or girls with self-regulation disorders stare, fuss, scream, remove clothes, throw themselves on floor, run away and gaze blankly into space.
Teachers must first help the child engaged in floor play, feel safe and secure in small spaces. Gradually teachers may enlarge the space, as boys and girls become aware that teachers want to interact with them. In order for this to happen, children need physical comfort at school. Use blankets, animals, dark rooms, and quiet spaces to relax them. Teachers tell children they are huggable and lovable boys and girls; they cannot show affection until they receive comfort . Teachers spend their time moving beside boys and girls, holding their shoulders or hands, and guiding them slowly and gently to engage with others on the floor.
Children need sensory-motor exercises and activity box activities that help their bodies move in space. Teachers need to spend time on the floor exercising and using tactile small muscles of the hands, ankles, feet and fingers. Teachers need to bend and stretch arms and legs in alternating movements. Teachers move from one side of children tot he other, from the front to the back, so they do not block boy's and girl's vision; teachers sing and dance, encouraging them to move their bodies toward toys.
Boys and girls play on the floor with activity boxes and containers that they find against the walls of the classroom at floor level. Teacher help children to open and close containers and put play toys and play objects in and out of containers,. Teachers use sensory-motor floor play to help children improve coordination and balance:
- Commando belly crawl game: moving elbows and hips, boys and girls creep forward on their stomachs on mats and carpet.
- The "fast like a horse" or "slow as a turtle" game: Moving on knees, children crawl over blankets or pillows, under tall tables, into cardboard boxes or a pool of balls.
- The raw potato kicking game: sitting on the floor, boys and girls kick bean bags or heavy balls across the floor while standing up.
- Elephant walk game. Bending forward at the waist, allow the arms to hang limp. Sway from side to side with big lumbering steps. Sway from side to side as you walk.