[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-185566-en":3,"doc-seo-185566-105":30,"detail-sidebar-cat-0-en-105":96},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},185566,2336477552062,"Stanford","https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d",7,"Healthcare","Fostering Self-Regulatory Strategies in Children with CHARGE syndrome","Presentation content outlines self-regulation as adaptive, flexible management across four domains: physiological, behavioral, cognitive, and emotion, linking self-awareness to goal-directed action. It defines each “window,” then illustrates how regulation operates during a dentist appointment through planned bodily preparation, behavior routines, cognitive preparation, and emotion-related coping. The talk also reviews evidence on how CHARGE syndrome may affect multisensory processing, attention, inhibition, executive functioning, behavioral patterns, and underexplored emotion regulation. It concludes with a framework for identifying strengths and difficulties and prioritizing targeted strategies.","Fostering Self-Regulatory Strategies in Children with CHARGE syndrome\nMaria Alejandra Ramirez\nSchool Psychology Doctoral Student\nCentral Michigan University\nAgenda\nOverview  of 4 areas/windows of Self-Regulation\nExample of Self-Regulation\n3.     What we know about Self-Regulation in children with  CHARGE syndrome\nUsing the Windows of Self-Regulation to identify strengths and identify difficulties\nUsing the window of self-regulation to  prioritize areas to target\n6.    In Detail:  Specific strategies to foster each window of self-regulation\nClick to edit Master title style\nDiscussion Goal 1:\nQuick Overview Self-Regulation and the 4 Windows of Self-Regulation\nWhat is Self-Regulation?\nAdaptive and flexible management of four domains.\nPhysiological, behavioral, cognitive, and emotion\nIn order to describe regulation as “self-regulation” two components are necessary:\n1) self-awareness of the process\n2) a subsequent goal-directed action.\nSelf-regulation must begin with a goal, and that goal describes what you want to have happen and what you must do to make that goal happen.\nSelf-regulation involves gauging internal and external stimuli and responding appropriately under environmental expectations.\nSelf-Regulation:\nGoal\nWhat are the 4 Windows of Self-Regulation?\nPhysiological\nBehavior\nCognitive\nEmotion\nWhat is Physiological Self-Regulation?\nSelf’s ability to react and  alter its own states and responses to meet the needs of the body.\nIn great part under the control  of the somatic, endocrine and autonomic nervous systems.\nPhysiological\nWhat is Behavioral Self-Regulation?\nAwareness of a behavior\nAnd choosing those behaviors most adaptive toward achieving a goal.\nGoal directed and purposeful behavioral patterns consisting of:\none’s ability to inhibit,\nregulate, pace, and delay gratification\nJahromi and Stifter (2008)\nBehavior\nWhat is Cognitive Self-Regulation?\nVoluntarily regulating thoughts and mental processes by balancing inhibition and initiation of behavior in order to achieve a goal\nInvolves\nAttention\nMemory\nLearning (as well as using prior learning)\nReasoning\nProblem-solving\nDecision-making\nMetacognition\nMotivation around goal directedness\nCognitive\nWhat is Emotion Self-Regulation?\nUsing emotion regulation, the individual analyzes, controls, alters, or prevents behaviors related to the adaptive  expression of emotions\n(Lam & Lewis, 2010).\nMay occur at different points in time during the emotional response\nEmotion\nClick to edit Master title style\nDiscussion Goal 2:\nExample of Self-Regulation\nExample:\u000bDentist Appointment\nPhysiological:\nYou make sure to brush and floss your teeth really well a couple days before the appointment\nBehavioral:\nYou make sure to put the appointment time/day in your planner\nYou get a babysitter\nCognitive:\nYou mentally prepare yourself for the procedure\nEmotion:\nYou tell yourself the pain will be over soon\nYou ask for a lot of pain medicine to make sure you feel no pain\nClick to edit Master title style\nDiscussion Goal 3:\nWhat we know about Self-Regulation in children with  CHARGE syndrome\nWhat do we know about Self-Regulation in CHARGE?\nMulti-sensory difficulties may limit exposure to environmental stimuli,  their exposure to interactions and reactions to the environment.\nAs DeGangi (2000) states, early deficiencies in self-regulation may lead to challenging behavior, and deficits in attention and inhibition.\nWhat do we know about Self-Regulation in CHARGE?\nPhysiological:\nBrown (2005) notes that individuals with CHARGE syndrome are truly multi-sensory impaired, often having challenges with vision, hearing, balance, touch, temperature, pain, pressure, smell, breathing, swallowing, eating, drinking, digestion, and temperature control\nWhat do we know about Self-Regulation in CHARGE?\nBehavior:\nMay display behaviors typical of individuals with: Autism Spectrum Disorder, ADHD, OCD, Tourette’s syndrome, and Deaf Blindness (Hartshorne & Cypher ,2004).\nThese may include: restricted range of interest, stereotyped mo","cbCaivbPX21pwSBv","https://ap.wps.com/l/cbCaivbPX21pwSBv","ppt",1948160,1,33,"English","en",105,"# Overview of Self-Regulation\n## Definition and four windows\n# Example of Self-Regulation\n## Dentist appointment\n# Self-Regulation in Children with CHARGE syndrome\n## Physiological\n## Behavioral\n## Cognitive\n## Emotion\n# Using the Windows to Plan Intervention\n## Identify strengths and difficulties\n## Prioritize areas to target\n# Specific Regulatory Strategies by Window\n## Behavioral strategies","[{\"question\":\"What is self-regulation according to the presentation?\",\"answer\":\"Self-regulation requires self-awareness of the process and a subsequent goal-directed action. It involves gauging internal and external stimuli and responding appropriately to environmental expectations.\"},{\"question\":\"What are the four windows of self-regulation?\",\"answer\":\"The presentation defines physiological, behavioral, cognitive, and emotion self-regulation as four adaptive domains that work together to support goal achievement.\"},{\"question\":\"How does CHARGE syndrome relate to challenges in self-regulation?\",\"answer\":\"The presentation links CHARGE syndrome to multisensory impairments that may limit exposure to stimuli, early self-regulation deficiencies that can contribute to challenging behavior, and potential difficulties in attention, inhibition, and executive functioning. Emotion regulation is noted as less explored and may also be impacted given the interconnectedness of the domains.\"},{\"question\":\"How should the four windows be used to prioritize intervention targets?\",\"answer\":\"The presentation recommends prioritizing based on which targets would most increase function, improve quality of life, save time and resources, and are feasible given available time and support. Final outcomes should be judged as worth the effort.\"}]","Fostering Self-Regulatory Strategies in Children with CHARGE syndrome | PPT",1788368029,83,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":91,"head_meta":93,"extra_data":95,"updated_unix":28},"fostering-self-regulatory-strategies-in-children-with-charge-syndrome","",{"@graph":36,"@context":90},[37,54,69],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/healthcare/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/fostering-self-regulatory-strategies-in-children-with-charge-syndrome/185566/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/octet-stream","2026-09-04","2026-09-02",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82,86],{"name":73,"@type":74,"acceptedAnswer":75},"What is self-regulation according to the presentation?","Question",{"text":76,"@type":77},"Self-regulation requires self-awareness of the process and a subsequent goal-directed action. It involves gauging internal and external stimuli and responding appropriately to environmental expectations.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"What are the four windows of self-regulation?",{"text":81,"@type":77},"The presentation defines physiological, behavioral, cognitive, and emotion self-regulation as four adaptive domains that work together to support goal achievement.",{"name":83,"@type":74,"acceptedAnswer":84},"How does CHARGE syndrome relate to challenges in self-regulation?",{"text":85,"@type":77},"The presentation links CHARGE syndrome to multisensory impairments that may limit exposure to stimuli, early self-regulation deficiencies that can contribute to challenging behavior, and potential difficulties in attention, inhibition, and executive functioning. Emotion regulation is noted as less explored and may also be impacted given the interconnectedness of the domains.",{"name":87,"@type":74,"acceptedAnswer":88},"How should the four windows be used to prioritize intervention targets?",{"text":89,"@type":77},"The presentation recommends prioritizing based on which targets would most increase function, improve quality of life, save time and resources, and are feasible given available time and support. 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