Ep. 32: Starting the Self-Regulation Conversation
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What is the purpose of this episode and who are the hosts?
What's up everyone and welcome to Making the Shift.
We're an SLP couple from California with three boys and a passion for finding better ways to support autistic kids.
I'm Chris. You might know me as speech dude. I'm a Neurodivergent High School SLP and the creator of the Dynamic Assessment of Social Emotional Learning, and I specialize in crafting neurodiversity affirming IEPs through my online course.
And I'm Jesse, a sensory integration trained SLP, owner of a top-rated clinic in Los Angeles, and the creator of the Inside Out Sensory Communication Programs for Parents and Therapists. Join us weekly to learn neurodiversity affirming ways to support social, emotional development and regulation in autistic kids.
Are you ready to make the shift? Do it. Welcome to making the shift. Oh my gosh. I had to get the energy stress people out right off the bat because that was my first time with the introduction and being able to say welcome to making the shift. So I wanted to make a power.
Re uh capping the day. So um
definitely got everyone's attention there.
Welcome and
wake up! Yeah. Right. Let's get started.
So we're gonna get started tonight's or to this episode is about regulation and all things regulation. A very important topic and a very um Great Thing to discuss when working with our autistic clients, students, and others, especially working with families too, so we could help guide and coach. As we've discussed in uh previous episodes.
And this episode was inspired by a conversation I had with our four year old last week, Tucker. And it's just funny how those things happen, but I was walking the kids to school and then I turn around and Tucker's normally running as fast as he can. Like normally, thank God he stops at the streets and to cross, but normally he's running and then waits for me to cross the street and then runs. But this morning he was or that morning he was like dilly-dallying, just like dragging his feet behind me. And I turned around and he goes, I have low energy today.
And
it was so funny because it was not prompted by me at all. And I was like, That's so crazy. It's the first time I've heard him say something like that. And I get it, maybe we talk about stuff like that in our household more than the average household, but it's not like we're sitting our kids down and like teaching them lessons on these things. It just comes up naturally. But I was I I just thought, wow, he has this level of awareness that I never thought about. for him, which led me to some other activities, which we're going to talk about in a minute.
How did Tucker’s comment about low energy spark the conversation on self‑regulation?
But that was really what prompted this episode was him saying I have low energy. And then I told him, Well, do you want me to show you some stuff that Chris does to get more energy? Because Chris will do these things like I don't know if you're about to speak or something just to like get your energy level up, like some movement stuff. So I started showing the kids 'cause I was with both Connor and Tucker. I started showing them some things I could do to get their energy up. And it was just like three, four minutes later, he was back up to his high amount of energy that he would normally have in the morning. So It just made me think about Which we talk we d we do think about and talk about, you know, having this conversation with kids from a really young age, but this was these were some activities I did with him, age four and very successful.
And I'll share what that looked like. But first of all, I just want to kind of preface this episode because today we are talking about self-regulation. And we've said it once, we've said it a thousand times, we'll say it a thousand more times. And so important to know that, you know, self-regulation does not just pop up one day. It's not something that just develops overnight. Self-regulation is developed. through the relationships we have with our caregivers, through people who are helping us learn how to regulate, through these relationships we have with people who are so attuned to our needs that they can see what we need and then they can help us get it.
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Chapters
8 chapters
1
What is the purpose of this episode and who are the hosts?
0:08–3:10
2
How did Tucker’s comment about low energy spark the conversation on self‑regulation?
3:10–6:21
3
Why is self‑regulation a skill that develops through co‑regulation with caregivers?
6:21–8:57
4
What are the most effective visual tools, like the Energy Meter, for teaching kids about regulation?
8:57–12:09
5
How can parents use the Energy Meter to identify a child’s current energy level?
12:09–15:18
6
What common pitfalls should therapists avoid when using rating scales for emotions and energy?
15:18–17:49
7
What step‑by‑step process do the hosts recommend for starting regulation conversations with children?
17:49–20:12
8
Where can listeners find free resources and printable tools for supporting self‑regulation?
20:12–22:41
Speakers
2 identifiedMore from The NeuroAffirm Podcast
Ep. 125 How to Run Successful Social Groups
Ep. 124 Building Rapport Isn’t Enough...How Therapists Become Part of the Intervention
Ep. 123 Not Seeing Progress in Speech Therapy? Start Here.
Ep. 122 Screen Time Considerations for Autistic Kids
Ep. 121 The Biggest Sensory Mistakes SLPs Make
Ep. 120 Why Anxiety is So Common in Autism (And What Actually Helps)