Some children may need sensory breaks to help them remain regulated – too much noise, crowded spaces or bright lights can trigger dysregulation. Regular visits to the outside area may help this or short bursts of exercise – 10 star jumps or running around the garden three time.

An enjoyable activity which encourages laughter or joy can be a positive start to the day or session. This will release endorphins which support regulation.

A personalised visual timetable for an individual child which is available can support transitions.

Using ‘Now, Next’ e.g. Now, take off our shoes and next, wash our hands.

Use songs to support exploring their bodies  ‘Head, Shoulders, Knees and Toes’ or ‘This Little Piggy Went to Market’ or ‘Tommy Thumb’

Choices: offering the child a choice of two preferred activities (Object of reference Objects of Reference – Family Hub (torbayfamilyhub.org.uk) or picture cards or signs

When giving instructions make them short and clear e.g., shoes on now.

Using Makaton (Home (makaton.org) or hand signals, such as, a flat upright hand to support STOP alongside verbal command or deflection ‘the rules say children cannot climb on the furniture’

Monitor the child’s engagement using the characteristics of effective teaching and learning to identify the child’s preferences, strengths and areas of need and provide resources to support these interests. Having enough of each type of resource can support regulation.

Create a ‘calming box’ of favourite objects/activities specific to child’s interests e.g., an activity, song, book or play experience.

A quiet, small, safe space is created which is respected by all. Child can access it when needed.

Communication friendly spaces to reduce over stimulation.

Loud, deep breathing together can help the child regain regulation. The adult can start first modelling taking loud, long breaths in and out. The adult can count out loud 1-5 or 1-10 or backwards 10,9,8…1. The child may begin to regulate and join in with the breathing.