Assistive Technology to Support Emotional Regulation 2023 O…

Assistive Technology to Support Emotional Regulation by Cassie Frost 2023 October / November Closing The Gap Solutions Volume 42 #4

instruction, literacy & inclusion

Assistive Technology to Support Emotional Regulation ? Summary: During a student’s school years, emotional regulation plays a huge role in how they interact with and form relationships with peers and teachers. It also impacts academic performance, as dysregulation can cause disengagement or removal from the classroom environment. Assistive technology is one way to help support students who struggle with emotional regulation so they can form solid relationships and build academic success. Low and high-tech solutions are readily available to help students regulate their emotions to better engage with their peers and educational experience.

emotion safe. Emotions help people understand their feelings, guide decision-making, and influence behavior. For example, if a person is surprised, their body might react by increasing the processes that allow the individual to run – the “fight or flight” response. When a child is young, their body frequently responds to emo- tional experiences with memorable reactions such as tears, tan- trums, or excess excitement. As a child grows and matures, their body and mind learn that specific emotional experiences do not warrant such a large reaction. For example, a broken toy may cause a three-year-old child to melt into tears and sobs, whereas an eight-year-old child may merely look sad and ask for help. This natural progression of learning how to manage and reg- ulate emotions to better match the experience is an important learned skill. When children are young and learning this skill, they may look towards adults to help them regulate their emo- tions. This can be through an adult offering calming suggestions or activities, such as giving a hug, taking a walk, or coloring. As a child grows and matures, they begin to be able to regulate their emotions and responses to emotional events independently.

Assistive technology is a key to helping individuals with dis- abilities access information, tasks, or the world around them. As- sistive technology is often considered early as an option for indi- viduals with physical disabilities. However, assistive technology can also be a necessary support for people who struggle with regulating their emotions. During a student’s school years, emo- tional regulation plays a huge role in how they interact with and form relationships with peers and teachers. It also impacts aca- demic performance, as dysregulation can cause disengagement or removal from the classroom environment. Assistive technolo- gy is one way to help support students who struggle with emo- tional regulation so they can form solid relationships and build academic success. EMOTIONAL REGULATION Emotional regulation is a term used to describe the way a person manages an emotional experience. When an individual lives through any sort of emotional experience, whether positive or negative, their body reacts in response. This natural reaction occurs within the body to keep the individual experiencing the

CASSIE FROST, iM.S.Ed, ATP has been in the special education field for eighteen years as a special educa - tion teacher, Assistive Technology Professional, and consultant. She has specialized in utilizing technology with students who struggle with emotional and behavioral disabilities, autism, and behaviors resulting from intellectual or learning disabilities. Cassie serves on the WI Assistive Technology Advisory Council, is a RESNA-certified Assistive Technology Professional, and is an ISTE-certified educator. She enjoys working with others to find creative solutions and ways for all students to succeed. She presents at the regional and national levels about technologies that enable student access and engagement.

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This self-regulation skill must be learned and practiced in a safe environment. School can be challenging for children who come to school with difficulty self-regulating their emotions, with sig- nificant emotional reactions causing struggles with friendships and classroom activities. This can quickly snowball into disrup- tive behaviors and a continued lack of self-regulation skills, as the school environment may not feel like a safe space to practice and hone the ability to self-regulate. One of the areas that can affect emotional regulation in school is a student’s difficulty with executive functioning skills. Executive functioning is how an individual gets themselves together to do the things they need to do. This includes skills developing skills such as organization, time management, attention, and memo- ry. When students feel overwhelmed, disorganized, struggling to focus, or “running late,” it becomes harder for them to regulate their emotional reaction to school situations. Struggles in these areas often result in frustration from peers and teachers, academ- ic struggles, and decreased time to self-regulate. This can lead to more emotional interactions and situations that naturally cause increased emotional reactions, such as confrontations, negative responses from friends, and feelings of being overwhelmed. When a student is dysregulated, their emotions make it hard to recognize their environment is safe. They are constantly alert for a threat or something that will cause a heightened emotion- al response. This can increase anxiety, depression, or avoidance, and make students feel uncomfortable in their surroundings. Dysregulated emotions make it hard for students to respond appropriately to environmental and social cues. Small difficulties may feel huge, and students may act according to how they feel instead of the reality of the situation. To the people around the student, these reactions do not appropriately match the situation and will often appear as disruptive behaviors. ASSISTIVE TECHNOLOGY AND EMOTIONAL REGULATION Assistive technology includes tools and supports that help an individual with a disability access their environment. If an item or tool is necessary for a student to maintain emotional regula- tion, it may be considered assistive technology. Tools supporting emotional regulation are often readily available in a school set- ting. However, assistive technology or access to the tools may be denied due to the perceived lack of need. It is important to recognize that tools for emotional regulation exist within the school setting and the environments each of us experience daily. Adults use tools to help self-regulate emotions every day. These tools are so ingrained into daily routines that they are accepted as standard practice and may be overlooked as being assistive technology tools. Tools for supporting executive functioning, such as lists, tim- ers, and fidgets, are often used to help individuals feel more com- fortable with the tasks they need to complete. They are used by adults both in home environments and within the workplace.

Techniques such as doodling on paper while on the phone, pac- ing, and listening to music are often used to help remain regulat- ed while waiting or when nervous. Recognizing the importance of self-regulation tools and how they are already being used out- side of the school setting can help educators identify tools that may be appropriate for their classrooms and which may be nec- essary for students to manage their emotions better. Assistive technology can help students who do not yet have the skills to independently self-regulate their emotions, find ways to identify them, process a level that is appropriate for the situa- tion, and regain an expected level of emotional regulation. This can improve student success in the classroom and with interper- sonal relationships. LOW TECH VS. HIGH TECH TOOLS When considering assistive technology for emotional regula- tions, it is important to consider that there are multiple types of tools that may best meet each student’s needs. One important consideration is determining if the student would benefit from a low-tech or high-tech tool. Historically, low-tech solutions were readily available for students who needed a tool to regulate their emotions. For example, doodling on paper was a common technique for students feeling anxious or impatient during class. However, with the increased use of technology in the classroom, in some situations, paper or a pencil to doodle with may not be readily available to a student. Consequently, when we are con- sidering what tools may work best for a student who is struggling with emotional regulation, we need to look at both high and low- tech solutions, becuase the low-tech solutions that may naturally have been used by students in the past, may not be readily avail- able in today’s classroom. Conversely, while we may have considered many high-tech solutions unattainable in the past due to cost constraints, tools such as apps and extensions are now readily available to students who spend a good portion of their day already interacting with computers, Chromebooks, or tablets. It is important to note that in some instances, high-tech solutions may be overwhelming and, in some cases, overstimulating for a student who is already struggling with managing emotions. However, high-tech solu- tions may be the best option for students who enjoy technology and have access to it throughout their day. When looking for assistive technology to help students regu- late their emotions, looking for features that match each student and their needs will provide you with both high and low-tech tools most appropriate for each student. Consider the features of each tool, including the built-in features of high-tech tools such as timers, durability, sensory input, and volume. Being aware of the tools that students are already using and the features of both low and high-tech solutions will help you find the best options for helping students regulate their emotions.

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LOW-TECH TOOLS FOR EMOTIONAL REGULATION , Low-tech tools for emotional regulation are often readily avail- able and cost-effective when looking for solutions for students. Some examples of low-tech assistive technology for emotional regulation include journals, visuals, communication boards, and fidgets. Journals Writing is one-way students can safely reflect on their feelings and emotions. Providing an opportunity for students to write and the tools necessary can help students learn a way to cope with emotions that feel too big to share in any other way. This is a safe way for students to get out their feelings, reflect on the sit- uation that caused the emotions, and problem-solving methods for handling them. Journals can be as simple as a notebook or can be a structured format, such as a journal designed for processing emotions.

• First/Then

o A First/Then visual shows a student what needs to be done first and what comes after. This can be helpful for a student who has to do something that causes them frustration by helping them see that something that they enjoy is coming next.

• Lists of Options

o Providing a list of options or regulation techniques for a student to choose from can help them rec- ognize that there are different ways that they can handle their emotions and remind them of tools and techniques that are available to them.

• Reaction Charts

o A chart that shows common frustrations or emo- tional triggers and ways that a student can re- spond in an emotionally regulated manner can be helpful for a student who struggles with disruptive behaviors when emotionally dysregulated. Stu- dents can also help create these charts, making it a learning moment.

Examples of Journals: • The Hero’s Journal o 91-day

planner/journal that prompts the writer through their day's adven- tures. combination

Communication Students struggling with emotional regulation may also struggle with finding the words they want to use. Using a com- munication board can allow students to share their feelings or their message without adding the frustration of trying to think of the words they want to use. Fidgets When a student feels anxious or has difficulty managing emo- tions, movement can be a way to manage these feelings. While, sometimes, gross motor movements such as running, jumping, or stomping may help a student regulate, often, in the classroom, this is not a possibility. Fidgets can allow a student an outlet for movement without significant disruption to the classroom envi- ronment.

• Big Life Journal

o This journal is created for children to help them learn about emotional skills through stories and guided writing prompts.

Visuals When students feel overwhelmed by emotions, it can be diffi- cult to recognize auditory input or remember the methods they have learned to self-regulate. Additionally, students who strug- gle with executive functioning and overwhelm due to these struggles can often become dysregulated when they forget what they need to be doing. Providing visuals for a student is one way to help them stay organized, remind them of what the expecta- tion is, and help them stay focused on the steps to regulate their emotions.

Examples of Fidgets • Store Purchased

Examples of Visuals: • Visual Schedules

o Fidgets are readily available online and in stores. Students often have their own fidgets, such as popping fidgets, spinners, or stress balls.

o Providing a schedule to a student can allow them to anticipate what is coming next and help them stay focused when they are beginning to struggle with emotions.

• Pencil Grips

o Pencil grips come in a variety of textures, which can provide students with a sensory surface to rub when they are working to manage their emotions.

• Time Management Tools

o Time tools such as clocks and timers can help stu- dents understand how long they are expected to stay in an environment or work on a task causing them to feel emotionally escalated. Additionally, the clock can help students plan for regular breaks to check in on their emotions.

• Paperclips

o Linking and unlinking chains of paperclips can be a simple fidget with materials available in almost every classroom.

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• Pony beads and Keyrings

chosen interval. Once the task is complete, the student can close the screen, and the timer will re- set automatically.

o Threading three pony beads onto a 1” or larger keyring creates a fidget that students can quiet- ly keep in their hand or pocket. The beads slide smoothly around the ring and are inexpensive to make.

• Noisli

o Noisli is an extension that provides background noises, such as rain, wind, and coffee shop. For stu- dents who struggle with classroom noises or are having difficulty regulating their emotions, sooth- ing sounds such as rain can help them refocus and regulate their emotions. Noisli can also set a timer for the noises or mix sounds to create a mix that each student prefers.

HIGH-TECH TOOLS FOR EMOTIONAL REGULATION High-tech tools have become more readily available for stu- dents as they spend more time on devices throughout the day. Teaching students how to use built-in features of devices to help regulate their emotions can be beneficial both in and out of the classroom. As students transition and spend more time outside the classroom, knowing how to use tools available on the tech- nology they use daily can provide life-long support for emotional regulation. Examples of high-tech assistive technology for emo- tional regulation include extensions, websites, and apps. Extensions Extensions are additions to standard internet browsers, in- cluding Chrome and Edge. Each extension adds functionality within the browser. While many extensions are free, it is crucial to ensure they are approved for student use when adding them to a district-managed device.

Websites Websites are easily accessible regardless of the device being used by the student or classroom. Some websites supporting emotional regulation can work well when projected for the en- tire classroom. Examples of emotional regulation support that websites can offer include support for noise levels and providing visuals for students.

Examples of Websites • Bouncy Balls (https://bouncyballs.org/)

o Bouncy Balls is a free website that provides a vol- ume monitor for the classroom or environment. Once the option to “start bouncing” is selected, balls drop onto the screen. As the microphone picks up noise, the balls bounce higher/more aggressively as the noise level increases. When students are dysregulated, they often do not rec- ognize how loud their voice is. This tool can help students who are dysregulated recognize the level of volume of their reaction.

Examples of Extensions • Momentum

o Momentum is an extension added to your browser to change the screen that shows each time a new tab is opened. Once Momentum is added, the Momentum screen appears every time a new tab is opened. The Momentum screen shows a back- ground of a natural scene along with a message saying “Good Morning/Afternoon” and has a place for the student to enter their name. The rest of the screen is customizable with places to enter a to- do list, a day's goal, bookmarks, and a daily quote. These features can help a student maintain emo- tional regulation when working online by provid- ing a calm environment each time a new tab is opened, instead of opening a search browser or other page that may be distracting or overwhelm- ing.

• Classroom Screen (https://classroomscreen.com/)

o Classroom Screen is a free website that allows the teacher to provide visual supports easily on a projected screen. The paid version offers saved screens for teachers who want to keep the visuals over multiple uses. When this website is opened, it shows a natural landscape image and options toolbar. When an option is selected, it is added to the screen. Options supporting students with emotional regulation include timers, lists, volume meters, clocks, calendars, and a place to write di- rections or reminders.

• Move It

o Movement is one way to help students regulate their emotions. Move It is an extension that reg- ularly prompts students to participate in gross motor movement regularly. Once the extension is added, a time increment of 5-55 minutes is select- ed. The extension then tracks time and prompts the student to complete a gross motor activity, such as five jumping jacks or toe-touches at the

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Apps Apps are programs that can be added to tablets for students to use. There are a variety of apps within different platforms, in- cluding Android and iOS. Some examples of apps that can help students manage their emotions include visual schedule apps, breathing apps, and chat apps.

managing emotions, being able to use non-verbal communication can be one way to process emo- tions and self-regulate.

CHOOSING A TOOL Choosing the tool that may work best for a student when working on self-regulation may be a multi-step process. Once the need is identified, finding tools that provide the needed fea- tures and will work in the student’s environment when needing support becomes the next priority. While many tools have fun features that many students enjoy, it is essential to look at what specific features help the student regulate their emotions and which tools have these features. Consider the environment that the student will be using the tool in and which tools will work well within that environment. For example, if a student is using a Chromebook most of the day at school, choosing an iOS app wouldn’t make the most sense. Helping students regulate their emotions using assistive tech- nology will help them better interact with their classroom envi- ronment, peers, and teachers. This can help students feel a part of their school community and continue to feel safe practicing the self-regulation skills they are learning. Supporting executive functioning, providing assistive technology, and giving students time and space to regulate their emotions will help students improve their self-regulation skills and decrease behaviors that cause disruptions to the classroom and damage the student’s school experience.

• Choiceworks (iOS- $19.99)

o Choiceworks is an app that provides visual sched- ules, complete with customizable pictures of each task. Additionally, the app includes the option to add a timer to tasks and visuals for how to handle emotions. This can help students who need a vi- sual schedule with more options than a low-tech one.

• Pause: Daily Mindfulness (iOS- Free)

o Pause helps students calm themselves and regu- late their emotions through slow movements. This app provides a dot on the screen that moves slow- ly while prompting the user to keep their finger on it. As the user stays on the dot, it grows larg- er. If the movement is too fast and the user loses the dot, the dot shrinks in size. This calming slow movement can help students regain or maintain their emotional regulation when they start to feel escalated.

• Breathing Zone (iOS- Free)

o Breathing Zone is a guided breathing app that prompts students to breathe in and out along with the expansion of the image on the screen. Deep and controlled breathing is a way that many stu- dents become aware of their breathing and esca- lated emotional state and learn to control it.

• Mindful Powers (iOS- Free/Paid)

o Mindful Powers is a game-style meditation app. It provides instruction on deep breathing and other self-regulation techniques while encouraging us- ers to take care of their pet Flibbertigibbet. Before each lesson, the student must smooth the Flibber- tigibbet by slowly petting it with their finger. If the student is too rough or fast, the Flibbertigibbet becomes upset.

• Emergency Chat (Android/iOS- Free)

o Emergency chat is an app created to help individ- uals communicate when they struggle with verbal communication. When the app is opened, a cus- tomizable message shows on the screen, explain- ing that the app user cannot communicate verbal- ly at the time but would like to communicate via text. The app provides a simple text-messaging in- terface where both parties can write to each other on a single device. For students who struggle with

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