Ashley Lopez & Melissa Ruggiero

Self-Regulation Strategies Workshop

What is the Child & Parent Resource Institute (CPRI)?
o It is a highly specialize trauma-informed mental health and developmental services
o CPRI uses evidence-based practices
What types of services are offered?
Consultation
Treatment
Research
Education
How these services are offered?
Outpatient Services
Intensive Services
Supporting families
Referrals are made
**All services are voluntary, and adapt to each unique needs of a child or young adult! **
www.cpri.ca
Beaker
Visualize a beaker; the more liquid there is in the beaker the more likely it will spill. When liquid spills out of
the beaker, it makes a mess. The mess of the spill represents an angry outburst we want to try to avoid.
How Can We Keep the Beaker from Filling?
Find out what makes the students beaker over overflow ( what make them angry), so you can
anticipate their behaviour
Ensure a consistent schedule or routine whenever possible
Use visual cues to allow the student to anticipate what will come next
To help the student process unpredictable situations, you can use the good news, bad news
strategy. For example: The BAD news is we need to stop doing this and do something else but
the GOOD news is we can get to so something else thats fun too.
Implement using the beaker visual with the student by asking them
Ways to Use the Beaker Strategy:
Ask the student, Is your beaker getting full? , to ask if theyre angry or stressed out
Ask the student to keep a picture of a beaker with them and ask them to colour it to show how full
their beaker is getting to show how angry or stressed out they are
Ways to Empty a Students Beaker:
Encouraging them to go into a quiet space such as the Snoezelen room
Model deep breathing
Discuss possible solutions to problem with the student. Solving problem together helps to
decrease beaker levels for everyone
The Brake Shop Clinic. (2015). Child & Parent Resource Institute. CPRI: London, Ontario

Ashley Lopez & Melissa Ruggiero

The Brake Shop Clinic

Leaky Brakes (TS, OCD, ADHD) are Neurodevelopmental Disorders requiring ongoing
management (CPRI, 2015).
1. Time away
2. Use of Positive Language
a. Avoid saying Please stop touching others... Instead say Please keep your hands to
yourself.
3. Attention Shortcomings
a. When students miss physical cues regarding their environment and body language of
others around them
b. Explain and demonstrate desired behaviours, if you expect appropriate behaviour in
the future
Ex. You may have to demonstrate how to properly walk or close the door.
4. Zero Tolerance Policies
a. Neurological symptoms and personal knowledge of individual must be taken into
consideration.
b. Having contacts numbers available, current medications, etc. are essential
5. Dont sweat the small stuff!!
6. Recognizing and responding positively to behavioural issues
a. Stay calm
b. Dont take it personally
c. You are in control your own responses
**Be positive and proactive, with your body language, facial expressions, and verbal/nonverbal
communications. **
7.
8.
9.
10.

Recognizing signs of anxiety before a crisis begins

Verbal outbursts
Physical outburst (safety plan included)
Consequences

Classroom Strategies
Provide mobility
Modifications/adaptations need to be individualized
Communication between home, school, and the individual
Ex. Detour Cards
Having a space the individual can go to private if necessary
(Durham District School Board)
Quiet Room having posters of beaker levels, or having the individual draw what their
beaker level is with chart paper and a marker
Learning a detour is a new skill
To help lower beaker levels
The Brake Shop Clinic. (2015). Child & Parent Resource Institute. CPRI: London, Ontario

Ashley Lopez & Melissa Ruggiero

IEP
SMART goals

The Brake Shop Clinic. (2015). Child & Parent Resource Institute. CPRI: London, Ontario