Module: Sensory, Emotional and Behavioral Regulation for Middle and High School Students - Micro Lesson: Regulation Overview and Sensory Differences in ASD (5 min)

ASD Network Author

08/22/2025 Added

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Micro Lesson: Regulation Overview and Sensory Differences in ASD

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[00:00:00.000]I'm Jamie Lewis. I'm the
[00:00:03.160]Central Region Coordinator, and
[00:00:05.570]my background is as an
[00:00:07.600]occupational therapist. So this
[00:00:09.330]content is near and dear to my
[00:00:10.840]heart, and I've had the
[00:00:11.810]pleasure
[00:00:12.400]of working for ESU 10 and the
[00:00:13.870]Nebraska ASD Network, and I've
[00:00:15.560]been able to get some advanced
[00:00:16.820]training in this area. And we're
[00:00:18.180]really happy that you're taking
[00:00:19.450]a second to be here with us
[00:00:20.540]to talk about regulation in
[00:00:22.660]these kind of three ways. We're
[00:00:25.240]hoping to weave a thread of
[00:00:27.380]interconnectedness of
[00:00:29.340]regulation with you guys so
[00:00:31.580]that you can support regulation
[00:00:34.220]in our kids
[00:00:35.180]at its best, whether it's
[00:00:36.720]through sensory lens, emotional
[00:00:38.750]behavior. So we'll teach you
[00:00:40.570]some skills
[00:00:41.340]and some tools, show you some
[00:00:42.770]tools and some really nice
[00:00:44.560]resources throughout the day.
[00:00:45.740]What we're hoping out of today
[00:00:47.300]is that you'll have an
[00:00:48.980]understanding of the connection
[00:00:50.180]between
[00:00:50.700]sensory, emotional, and
[00:00:52.020]behavior regulation. And then,
[00:00:53.940]like I said, have some of those
[00:00:55.230]skills to
[00:00:55.820]design some basic intervention
[00:00:57.720]and behavior intervention plans
[00:00:59.700]with these concepts in mind.
[00:01:01.620]And what we like to do is
[00:01:03.230]always give you a repertoire of
[00:01:05.430]strategies to support your
[00:01:07.380]learners
[00:01:08.100]on the spectrum and
[00:01:09.270]particularly today in this area.
[00:01:11.470]So when we say regulation, what
[00:01:13.430]do we mean,
[00:01:14.300]right? We use it a lot. And I
[00:01:16.280]know even yesterday or a couple
[00:01:18.310]of days ago, Sarah and I were
[00:01:20.130]with
[00:01:20.600]a school district and they were
[00:01:22.020]talking about regulation and
[00:01:23.380]then they were talking about
[00:01:24.760]sensory and then really what
[00:01:26.030]they were talking about was
[00:01:27.250]emotional regulation. When we
[00:01:28.980]dug in
[00:01:29.400]further, that's more what they
[00:01:30.810]were talking about and not so
[00:01:32.070]much the sensory regulation.
[00:01:33.580]So I think what we'd like to do
[00:01:35.260]is kind of help define what
[00:01:36.820]does regulation mean? So we're
[00:01:38.770]kind
[00:01:39.140]of speaking the same way about
[00:01:41.040]it. And this is pulled from
[00:01:42.840]Leah Kuyper's work. And so I
[00:01:44.700]think
[00:01:45.200]it's just a really nice
[00:01:46.240]representation of what do we
[00:01:47.560]mean by that. So when we're
[00:01:48.870]talking about
[00:01:49.580]regulation for our purposes, we're
[00:01:51.240]talking about the ability to
[00:01:52.820]adjust, manage, or control.
[00:01:54.760]control ourselves so that we
[00:01:57.400]are socially appropriate,
[00:02:00.070]actively engaged in the context
[00:02:03.080]in which we need to be in. We're
[00:02:04.470]also kind of talking about this
[00:02:05.830]idea of self-control or
[00:02:07.000]self-management and controlling
[00:02:08.850]our impulses. And we're also
[00:02:10.500]talking about the ability to
[00:02:12.130]adjust
[00:02:12.440]our alert level, our energy
[00:02:14.150]level, our availability for
[00:02:15.930]learning so that we can attain
[00:02:17.700]our goals.
[00:02:19.360]And then physiologically, we
[00:02:20.920]mean our brain and body are
[00:02:22.600]integrated, right?
[00:02:23.460]So we're able to take what our
[00:02:26.700]nervous system is doing and
[00:02:28.770]kind of recognize the demands
[00:02:31.700]of the environment, the social
[00:02:33.180]demand, the environmental
[00:02:34.890]demands, the cognitive demands,
[00:02:36.220]and be able to adjust our arousal
[00:02:38.010]level and hopefully our nervous
[00:02:39.830]system to be able to
[00:02:41.000]be at our very best when we
[00:02:42.720]need to be.
[00:02:45.180]So when we talk about sensory
[00:02:46.880]regulation, though,
[00:02:48.420]specifically what we're talking
[00:02:50.320]about is the ability to
[00:02:51.650]organize the information that
[00:02:53.500]comes in from your senses from
[00:02:55.270]external or our internal senses,
[00:02:57.380]which then allow us to have
[00:02:58.890]these adaptive behavioral
[00:03:00.540]responses.
[00:03:01.640]And we're all sensory beings,
[00:03:03.260]every single one of us.
[00:03:04.620]You're processing multiple bits
[00:03:06.500]of information coming in at you
[00:03:08.230]right now, as well as
[00:03:09.420]internally.
[00:03:11.640]And we are, because we're
[00:03:13.440]pretty typically functioning
[00:03:15.580]humans, able to take in all of
[00:03:17.720]that information, regulate it,
[00:03:20.250]modulate our responses so that
[00:03:22.520]we're able to attend and
[00:03:24.360]learn, right?
[00:03:25.220]And if not, then we make some
[00:03:26.580]of those adjustments for
[00:03:27.770]ourselves.
[00:03:28.500]When we talk about individuals
[00:03:30.800]on the autism spectrum, we
[00:03:32.830]recognize that the bulk of
[00:03:34.770]learner,
[00:03:35.680]the bulk of people on the
[00:03:36.820]autism spectrum, because of
[00:03:38.270]their neurodiversity, because
[00:03:39.890]of
[00:03:40.160]the way they're wired, that
[00:03:41.890]upwards of 80 to 90% will have
[00:03:44.190]a difference in sensory
[00:03:45.640]functioning,
[00:03:46.680]that inner that are a
[00:03:47.700]difference in their sensory
[00:03:49.150]processing, which interferes
[00:03:50.780]with function,
[00:03:51.700]we cannot see inside their
[00:03:53.020]brain, right? So we have to
[00:03:54.520]look at behavioral responses,
[00:03:56.140]which is
[00:03:56.580]why sensory processing doesn't
[00:03:58.690]seem super clean, right? Is it
[00:04:00.870]behavior? Is it sensory? Is it
[00:04:03.240]emotions? Is it willful? Like,
[00:04:05.200]what is it? And that's because
[00:04:06.910]we're having to look at those
[00:04:08.560]behavior responses. But if we
[00:04:11.030]only address the behavioral
[00:04:13.220]aspects, then the sensory
[00:04:15.330]differences
[00:04:16.440]will still exist. And so what
[00:04:18.450]today's training is meant to do
[00:04:20.460]is kind of look at how do we
[00:04:22.060]look at
[00:04:22.700]those sensory biological
[00:04:24.160]factors, and then look at
[00:04:25.940]emotion. So how do we kind of
[00:04:27.240]tackle some of
[00:04:28.140]the sensory biological at that
[00:04:29.780]lower level, and intervene and
[00:04:31.490]support kids in a sensory
[00:04:32.800]informed
[00:04:33.400]way, then think about that
[00:04:34.780]emotional piece and think about
[00:04:36.590]the behavior kind of as a
[00:04:37.610]progression,
[00:04:38.560]in looking at neurology. So
[00:04:40.970]sensory differences can exist
[00:04:43.260]when it's not autism. It can
[00:04:45.800]coexist
[00:04:46.880]with other diagnoses, ADHD,
[00:04:50.040]intellectual disability, et
[00:04:51.200]cetera. And then it can exist
[00:04:53.520]on its own
[00:04:54.020]without any other kind of disabling
[00:04:55.610]condition.

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Module: Sensory, Emotional and Behavioral Regulation for Middle and High School Students - Micro Lesson: Regulation Overview and Sensory Differences in ASD (5 min)

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