1127c The Relationship Between Self-regulation, Stress and Communication Development

Includes AOTA and ASHA CEUs

Keyword(s) Amanda Binns, Communication, Regulation, Self-regulation

Challenges in self-regulation are common in children who have difficulty communicating. This presentation will outline common stressors children might encounter that could negatively impact their ability to engage, communicate and regulate. We will cover how self-regulation develops through co-regulated interactions and provide a framework to guide consideration of the child’s stressors, communication and regulation during interactions.

Presented live and recorded on October 23, 2019.

Credits AOTA CEU:0.1, ASHA CEU:0.1

Tag(s) Behavioral

Description

The views expressed in the following presentation are those of the presenter and do not necessarily reflect those of STAR Institute.

Level: Introductory

Intended Audience: Occupational Therapists, Speech Language Pathologists, Educators, and other professionals working with younger children, parents/caregivers

Course Outline:

Introduction – background information on social emotional development for children with communication disorders
Defining self-regulation
Identifying signs of dysregulation and stressors
Examples of stressors that impact communication
Functional co-regulation strategies to decrease stress and support communication
Q&A
Review handout and resources

Learning Objectives:

Identify common stressors children with communication challenges may experience
Explain the developmental progression from co-regulation to self-regulation
Identify 5 co-regulation strategies that can be used to support children’s engagement, communication and regulation

Presenter: Amanda Binns M.A. SLP-CCC, Reg. CASLPO, PhD Candidate

Amanda Binns is a Speech-Language Pathologist and PhD Candidate at the University of Western Ontario, Canada. With over 10 years of experience working as a clinician, she uses her clinical experiences to inform her research and support best practice. Amanda's research has focused on two lines of work – development of a framework to guide clinical thinking about the reciprocal relationship between stress, self-regulation and communication development and, understanding parent implemented interventions for children with autism. She has presented to and worked with professionals, parents and policy makers, locally, across North America and internationally.

Continuing Education:

STAR Institute is an AOTA Approved Provider of continuing education. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

1 Professional Contact Hour (.1 AOTA CEU) are awarded for full completion of this program.

Upon full completion of the course video, participants must complete and pass a quiz with at least 80% accuracy to receive a certificate of completion

The views expressed in the following presentation are those of the presenter and do not necessarily reflect those of STAR Institute.

Presenter Disclosures:

Amanda Binns received royalty payments for the sale of this course on STAR Institute’s Online Learning platform for one full year from the launch date
Amanda Binns' research presented in this course was supported by an Ontario Mental Health Foundation Doctoral Award
There are no other relevant financial or nonfinancial relationships to disclose

Courses in package:

	Title	Credits
1	1127 Video: Self-regulation, Stress and Communication Development View Details
2	1127 Self-regulation, Stress and Communication Dev View Details
3	Learning Assessment: The Relationship Between Self-regulation, Stress and Communication Development View Details