Description

A free non-CEU webinar

Many behavior analysts were trained to steer clear of emotions because they can’t be directly observed. Yet a learner who is dysregulated can’t learn. In this community hangout, a panel of practitioners shares how they’ve rethought emotional regulation: why co-regulation comes before self-regulation, how to support learners without labeling their emotions as “bad,” and how to build emotional regulation into treatment plans with meaningful data. Presenters draw on interoception, ACT and psychological flexibility, and their own work in homes, clinics, and schools.

What is covered

• Addressing emotions without mentalism by placing thoughts and feelings within their context
• Interoception, “regulation before expectation,” and why co-regulation comes before self-regulation
• Psychological flexibility tools, including ACT, DNA-V, and the AIM curriculum
• Moving beyond “get back to green”: the limits of zones-style approaches, powering emotions up or down, and the polyvagal and iceberg frameworks
• Practicing and modeling regulation ourselves, a developmental view of regulation skills, and normalizing mental health support
• Co-regulation in the moment: acknowledging emotions and avoiding dismissive statements
• Writing emotional regulation into treatment plans and school level systems in language caregivers and funders understand
• Measuring regulation with thermometer-style rating scales and interval data
• Using learner interests (such as favorite characters) to make emotions easier to talk about
• Antecedent supports: calm corners, five senses grounding, and kids’ yoga
• ACT and AIM for highly verbal learners whose behavior is driven by internal rules

Meet the Hosts

• Megh Crowley, BCBA, has about 10 years in the field and focuses on interoception and co-regulation.
• Rosalie Pendergast, BCBA is a long-time ACT practitioner who teaches psychological flexibility using the DNA-V model.
• Emily Wade, BCBA shares neurodiversity-affirming resources and neurological frameworks for regulation.
• Bethany Creech, BCBA is a behavior analyst in a Virginia public school district.
• Elishia Merryweather, BCBA focuses on emotional flexibility, mindfulness, and planning for generalization.
• Nicky Schneider, BCBA, works in home and clinic settings in New Jersey and consults in schools on trauma-informed classroom practices.
• Penny Holloway, BCBA, and Ellie Evans, RBT, are a supervisor and technician team who developed a data-based approach to tracking regulation.
• Shruti Shah, BCBA, works with young learners on recognizing and regulating emotions, using strategies like calm corners, mindfulness, and kids’ yoga.
• Taylor Johnoson, BCBA, practices in Germany. She trained in ACT during graduate school and uses the AIM curriculum.

Published July 2022