Interacting with Others and Supporting my own Regulation

Before Using:

Educators and parents/caregivers using this site may copy, adapt, and use these visuals for educational purposes with individual learners. To use, reproduce, or adapt this material in other ways, please contact powerofvisuals@outlook.com. Where supports by other authors have been included on this site, written permission has been granted for linking or usage and those locating these resources through this website must follow copyright stipulations by original authors.

Click the links below to see visuals, resources, and examples.  To submit additional exemplars contact powerofvisuals@outlook.com.

Note: If your student already uses a particular symbol, replace the generic image in the visuals with your student’s specific image. With appropriate permissions, you may take pictures of the student or with their support persons within the student’s own routine.  Modify images as needed to reflect students of similar age if photos of the student themselves are not used.

Fidgets: 

Although this exemplar uses a fidget spinner, note that it is important to work with your learner and you team about the right fidget fit. Some learners will prefer items that are less obvious. Some teachers worry that other learners could be distracted by toy-like fidgets.  One way to get around this is to allow all learners to try and to interact with a variety of fidgets - those who need them will continue to use them and others will discontinue use after novelty fades.

Gentle Hands, Calm Body: 

It is important to work with your team about the right interventions for your learner.  It is important if a learner is experiencing dysregulation to talk with the learner about what tools are supportive for them.  An environment that allows regulation and safe and trusted adults who model coregulation strategies without placing more demands in times of stress are important.

What are the most dysregulated times?  After transitions?  What can a whole class do at these times to support the transition and regulation for all?

When using stories around regulation, ensure terms are clear enough for your learner - e.g. is "kind words" too vague?  How can the teaching story help to define this.  Although there is a good choices example here, it's imporant not to place judgement on learner behaviours - this wording would have been used with students who had been taught that wording previously.  But, "good choices" are vague - you will see the story defines it more for a specific learner.  Descibing the desired behaviour rather than labelling a behaviour as good or bad is an effective and affirming strategy.

Help - Asking for and Accepting:

Sharing and Taking Turns: 

Spitting: 

Please Note: Mary Barrow, Supporting Neurodiverse Learners by Using Visual Supports as a Tier 1 Intervention and the Power of Visuals, is not responsible, or monitoring, advertising and links within external sites and does not necessarily subscribe to the philosophies of all linked organizations. Please contact site authors to express concerns and be sure to review this site’s policies before using.