The Five R's - Emotional Regulation

Emotional Regulation is frequently a challenge for those with Autism Spectrum Conditions (ASCs).

When a person is in a state of emotional dysregulation it can lead to dangerous or aggressive outbursts as they are in a state of “fight or flight”. Meltdowns and shutdowns provoke much debate about control, and the person with ASCs being controlling. However, the person in meltdown is trying to cope with an overwhelming situation.

“Some professionals work hard to seize control from children with autism, but when they do they’re not helping; they’re causing increased dysregulation by interfering with the children’s strategy to stay well-regulated.” (Prizant, 2015, p. 84)

Supporting Emotional Regulation is the first step to making your environment autism friendly.

Educators and others supporting people with ASCs have the power to build positive relationships with their students.

Empathetic support while a person is dysregulated, in a meltdown or anxious can be difficult to get right. Our instinctive reaction is asking “What is wrong?” to talk about the trigger event, offer suggestions, verbal reassurance, hugs – but our attempts to support can sometimes make the situation worse.

Here are five Rs to keep in mind when the child or young person needs your support to regulate their emotions and get through a meltdown:

1. Reduce Language

Keep language to a minimum. When a person is dysregulated, it is more difficult for them to process language. Keep your tone of voice neutral and relaxed. Only say what will support the person in crisis – sometimes silence is what is needed. Narrate strategies that are known to help the person without directing the person to use them e.g. I am using my slow deep breaths to help me stay calm – then model deep breathing. Do not try to introduce new strategies while the person is in meltdown. These need to be practiced and understood by the person with Autism Spectrum Conditions (ASCs) when they are feeling well regulated and are able to take on the idea. One person should lead the support – ONE VOICE

2. Reduce Demands

Forget any plans or activity that you were trying to do with the person in meltdown until they have regained regulation. We cannot assume that because the person is quiet that they are regulated – know the person you are supporting or ask a colleague or family member who knows the person well before making demands. Do not talk about it or suggest that they resume the activity until you are sure it is not triggering the anxiety or meltdown. Do not suggest they move to another space unless they are in an unsafe place or the space is triggering the meltdown.

3. Reduce people present

People often want to help to support during a crisis but it is better to get others (students and adults) to leave the space or give the person in meltdown as much space and privacy as possible. Only keep the number of helpers that are needed to keep the person safe. If the support person is triggering anxiety try to swap with another person – this can help to reset the situation. Do not feel it is essential to see things through – minimum emotional and physical damage are what is needed for everyone. Sometimes changing the person leading the support can help by being a change of face.

4. Reduce noise – auditory and visual

Try to eliminate noise from others, machinery, music, TV etc. Try to get rid of loose objects. If the environment is noisy or visually distracting try to move to a neutral space or outdoors if it is safe to do so. You can use a visual to offer a different space e.g. photo of a quiet room or garden.

5. Reassure using visuals

Use a strategy visual so that the person can choose a known strategy or put strategy objects e.g. blue tac, squeeze ball, chewie within the young persons reach but not offer them directly or instruct them to use the strategies. Narrating and wondering aloud can draw the person’s attention to the object e.g. “I wonder if the blue tac will feel calming/squishy/helpful?

It is useful to use a first/then board to explain that the important thing is to regulate before moving to the next activity/task/transition.

References:

Meltdowns and Shutdowns - https://www.ambitiousaboutautism.org.uk/information-about-autism/behaviour/meltdowns-and-shutdowns