People typically experience two types of dysregulation, sensory and emotional. When someone is experiencing sensory dysregulation their brain struggles to process sensory information. This includes the brain's ability to process sights, sounds, taste, smell, and touch. Emotional dysregulation involves the brain's ability to regulate emotions and reactions.
Sensory dysregulation can be caused by too much sensory input (sensory overload) or lack of sensory input. How sensory dysregulation is displayed can vary between individuals and their needs for regulation.
Common signs of sensory dysregulation include:
Uncontrollable laughter
Inability to follow instructions
Impulsivity and/or unsafe behaviors
Crying and/or high-pitched yelling
Making demands that are impossible to meet or unrealistic
Loud voice
Fast and unintelligible speech
Dilated Pupils
Fast and/or hard movements
Bumping into walls
Mouthing nonedible objects
Emotional dysregulation can be due to brain injuries, early childhood trauma, environmental factors, genetic factors, and medical conditions such as Autism, ADHD, BPD, PTSD, and Fetal Alcohol Syndrome.
Common signs of emotional dysregulation include:
Sudden and frequent outbursts
Unexplainable strong emotions
Difficulty calming down
Becoming overwhelmed by minor things
Impulsive behaviors
Anxiety
Self-Harming behaviors
Inability to manage their behavior
Both sets of signs are usually seen as misbehavior and the child is disciplined for their so-called "misbehavior". They aren't misbehaving, at least not on purpose. They are dysregulated and need help regulating to a point where they can be calm and safe.
It can be difficult to pinpoint a specific trigger that can lead to dysregulation but it is helpful to try to stay ahead of the child becoming dysregulated. Being able to notice the signs of dysregulation early can allow you to assist with regulation before the child becomes too dysregulated. It is harder to regulate a child from peak dysregulation than it is to intervene before the escalation.
It is important to remember that the child is not doing this on purpose. They cannot regulate themselves and need support regaining control. Another important thing is to stay calm and be patient. Regulation is not gained by flipping a switch, it will take time and lots of patience.
How Can I Help My Child Regulate?
To assist a child with sensory regulation you can provide more opportunities for sensory input or remove additional sensory input depending on the child's needs.
This can include:
Providing deep pressure from squeezes, hugs, or compression garments
Using noise-cancelling headphones in loud environments
Change environments - go outside to escape loud indoor environments
Find a dimly lit room
Provide gum or chewing aids
Use familiar or comforting scents - lavender, eucalyptus, or even a preferred caregiver's perfume/cologne can be put on the child or a comfort item
Giving opportunities for 'heavy work' - pushing a heavy shopping cart, wall press-ups, carrying something heavy, jumping
Deep Breaths and/or breathing exercises
For a child experiencing emotional dysregulation, acknowledging the child's emotions and providing coping strategies is key.
Other ways to help regulate their emotions include:
Deep breathing exercises
Provide sensory input - fidget toys, compression, or other sensory input
Provide choices - "Do you want to talk about why you are upset or do you want to go for a walk with me?"
Discuss appropriate options for reacting to their feelings - "I can see you're angry but screaming at me hurts my feelings. Maybe you could draw what is making you so angry."
Offer a safe space - take the child to a quiet and calm place for them to collect themselves
Practice positive self-talk
Label emotions and model appropriate responses
Caring for a child who experiences dysregulation can be difficult at times. With lots of patience, understanding, and assistance, the child will have a better chance of regaining control. To quote Temple Grandin, an Autism self-advocate, "You can't punish a child who is acting out over sensory overload." This is true for all children experiencing dysregulation.
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