Drinking Water

Using water...

- Provides opportunity for regulation
- Shifts mindset of drinker
- Stimulates path to processing

Implementation

Overview

- Drinking cold water or another cold drink may decrease body temperature and help stimulate the polyvagal nerve which helps support regulation.
- Offer the student some cold water or juice when they are showing bubbling behavior indicative of possible escalation.
- The student may get up to go to the fountain, go to another location with would allow for a built in break, or be given something to drink is they are not able to retrieve it themselves at that point in time.
- We know the brain needs water to survive and thrive, so a quick break to fulfill this basic need can be a lifesaver for students to regulate.
- An added benefit is the walk required to go to the drinking fountain.
- If a student is particularly squirmy, perhaps a pass to use the drinking fountain at the far end of the hallway is in order.

Core Components

- Provided as a responsive intervention
- Offered to student not forced

Proactive Implementation

- Creating an system for retrieving water or getting a drink can be proactivily introduced with classroom proceedures. This may mean that a signal is used, students may be able to autonomous retrieve it, or a more structured process may be required.

Responsive Implementation

- Responsively implementing water can be done when a student, group, or class require a reset, de-escalation, or break. This can be as simple as discussing with the class the benefits and the procedure of water in the classroom.

Bucket Fits

Connection

If the need is connection then sign language for requested water may be taught to the class along with other procedural requests. Teaching this as a whole can bond the class.

Skills Training

If the need is skill building then the student the student may be prompted by the supervising adult to get water. For a bonus the student may be prompted to get water from a further distance to allow for extended time.

Awareness

If the need is awareness then the student may work on autonomously getting water when they feel physical or emotional changes, practicing recognition.

Emotional Regulation

If the need is regulation then the student may have water readily available as a coping or regulation strategy. Water can be a discrete and quick intervention for regulation.

Considerations & Adaptations

Understanding Adaptations

Consider Factors Prior to Start

- Student factors-

Gender, race, function, topography, family dynamics, interpersonal relationships

- Contextual factors -

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

- Duration
- Frequency
- Feedback
- Reinforcement
- Goals

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.

Resource

Polyvagal Theory