Building Regulation Skills: Step 1

In our last Tuesday Tips & Tricks: Regulation in the Classroom, we talked about how the environment itself supports regulation. Predictable schedules, clear work spaces, visuals, movement, and low-stimulation options help many students feel safer and more ready to learn. If you missed it, you can check it out here.

These environmental supports are a Tier 1 level of support for regulation. They benefit everyone and reduce barriers before challenges show up. And that matters. But for some students, the environment alone is not enough.

They do not just need a break space to exist. They need to be taught how and when to use it.
They do not just benefit from flexible seating. They need support learning what helps their body feel ready to learn.This is where we move from supporting regulation through the environment to teaching regulation as a skill.

Over the next three newsletters, we will focus on three teachable steps:

1. Noticing what is happening in the body

2. Choosing a regulation strategy

3. Using that strategy during real classroom moments

This week, we will start with Step 1.

Some students need more than a calm, well-designed classroom to stay regulated. The supports might be there, but the student may not yet know what their own body is telling them. If a student can’t notice what is happening in their body, they can’t choose a support that will actually help.

For many of our students, body cues are hard to notice. They may not realize they are getting overwhelmed until they are already past their limit. By the time we see big behaviors, they’re often past their limit and it’s much harder to regulate or access learning. That’s why we teach this skill when students are calm. We help them notice what their body feels like when it is okay and when stress is staring to build. Practicing this ahead of time helps them catch those early cues before things start to fall apart.

Body cues usually show up before behavior changes. You might notice:

• Tight hands

• Faster breathing

• Covering ears

• Pacing or leaving their seat

• Getting louder or very quiet

  
  

This starts with modeling while using simple, but specific, language. You say what you notice and connect it to what the body might need.

For example:

• “Your hands are tight. Your body might need a break.”

• “Your breathing is fast. Your body might need help slowing down.”

• “Your eyes keep closing. A short movement break might help wake you up.”

You can also model this with your own body: “My voice is getting loud. I’m going to take a few deep breaths.”

This shows students how to notice body cues and choose a strategy. It also shows that big feelings happen to adults and we can also use tools to return to balance.

Build This Into Your Day (without adding more work)

You don’t need a new lesson or fancy materials. This fits into what you already do. Here are some opportune times to notice and name body cues:

• Morning check-in

• Transitions

• Starting work

• During challenging tasks

Here are few common things to avoid (we’ve all been there!):

• Waiting until a student is already escalated

• Talking a student into “calming down”

• Correcting behavior without noticing what the body might need

• Expecting students to have insight right away

Remember, regulation is a long game. Students build these skills over time with lots of guidance.

Pick one body signal to focus on this week, like tight hands or fast breathing. Practice noticing and naming it once a day and pairing it with one simple support.

Over time, students begin to recognize when their body does not feel safe or balanced and start learning how to move back toward center.

I am not an occupational therapist. The information shared in this newsletter is intended for educational purposes and to support reflection on classroom practices through a neuroaffirming lens. Regulation and sensory needs are highly individual, and specific strategies may not be appropriate for every student. Teachers are encouraged to collaborate with and consult their school-based occupational therapist or related service providers before implementing individualized or intensive sensory strategies.

Independent work systems are a powerful way to support predictability and independence for autistic learners. In this training, we will explore how to set up and implement effective independent work systems that clearly answer: What work? How much? When am I finished? What’s next? You’ll learn practical strategies for structuring tasks, using visuals, and gradually building independence while reducing anxiety and reliance on adult support.

📅 March 4th, 2026 | 3:30 - 4:30 PM PM CST

In 2026, the Autism Society of Minnesota is making a thoughtful shift to a virtual, two–half-day format. This change helps us respond to rising event costs and budget challenges from 2025 while lowering the overall cost to our community. Going virtual allows us to keep this conference accessible to more people — no travel, no hotel costs, less time away from work or caregiving, and more flexibility for how and when you participate.

📅 April 15th-16th, 2026 | Virtual

Join us for this multi-day, in-person event designed to explore and support learning for students with low-incidence disabilities. Our keynote presentations feature strategies and insights tailored to diverse learning needs.

Speakers will provide valuable insights, tools, and resources to transform instruction and support student success. Don’t miss this opportunity to enhance your practice and impact learners across Minnesota!

📅 April 19th-22nd, 2026 | Madden's on Gull Lake

This must-read newsletter is filled with exciting events, valuable opportunities, and expert insights for educators and professionals supporting autistic students.

Don’t miss out! Click the link below to access this incredible resource, and be sure to subscribe to receive the Minnesota Statewide ASD Newsletter in your inbox each quarter. Stay informed, inspired, and connected!

Check out the Reading Superpowers Themes First! Unit, which includes original songs, books, and activities that support students’ skill development and generalization with content that’s fun, accessible, and theme-based. These monthly units now include an expanded Social Studies suite, containing fun, theme-related activities that reinforce cultural engagement. Included in all Themes First! units are lessons, activities, and worksheets for group and independent work at a wide range of levels.

The next Themes First! release, April's Spring Animals is ready to prep!

💡Print all the activities you plan to use for the upcoming month as soon as they become available. Put printed activities in a "prep" area equipped with a laminator, file folders, Velcro, labels, and baggies. If you have a large laminator, laminate all the activities at once! When you or your team have a few minutes to spare, you can laminate, cut, and add Velcro as needed. It helps to organize activities in trays by "Needs to be Prepped" and "Finished." Don't forget to teach your team how to prep the activities and to model this new expectation. Check out the How to Prep a Month-Long Themes First! Unit below.

Building Neuroaffirming Classrooms Series

What is Neurodiversity?

"Hearing Autistic Voices"

Teaching Through Lived Experience

It Starts with Us: Shifting Mindsets

Honor All Communication

Build Trusting Relationships

Take a Strengths-Based Approach

Challenge Assumptions

Moving Forward

STAR Media Center Updates: Themes First

STAR Media Center Updates: Routine Essentials

Welcome Back! 9/2/2025

2023-2025 Tuesday Tips & Tricks

Feel free to reach out anytime with questions or concerns—I’m happy to help! You can contact me by email or phone, and I’m also available for quick Zoom chats on Fridays from 7:30–8:00 AM and 3:00–3:30 PM. If those times don’t work for your schedule, just send me an email, and we’ll find a time that works best for both of us.

Use the link below to ask questions about this week's Tuesday Tips 'N' Tricks and/or give suggestions on future topics.