The Process of Developing Self-regulation – Understanding the Missing Pieces Quiz

Which of the following is involved in developing self-regulation?

A. Whole-brain approaches
B. Teaching specific skills
C. Developing student capacities
D. All of the above

Top-down approaches are used primarily for which of the following?

A. Teaching specific skills
B. Developing student capacities
C. Creating co-regulatory experiences
D. All of the above

Why do we need to use both top-down and bottom-up approaches?

A. To match the brain state of the student
B. To make sense to students
C. To calm students down
D. All of the above

Which of these are NOT one of the specific skills we teach for self-regulating?

A. Shift and stabilize energy and attention
B. Promote energy and attention
C. Monitor energy and attention
D. All of the above

Which of these are the capacities we are trying to develop?

A. Scaffolding a foundation of interoceptive awareness.
B. Facilitating an exploration of self-awareness.
C. Promoting the individual discovery of effective self-regulatory strategies.
D. All of the above.

What of the following is NOT true about interoception?

A. It provides information about the condition of our body.
B. It underlies our urge to act.
C. It helps me know where my body is in space.
D. All of the above

Why did we only lift one arm up over our heads during the interoception activity?

A. To stretch it.
B. To create a contrast in our body.
C. To regulate
D. All of the above.

True or False? Our goal is to support them in becoming aware of the activation and learn ways to work with and through it.

True
False

Which of these tend to be missing pieces in SEL programs?

A. Interoceptive awareness
B. Allowing them to discover their own regulatory needs
C. Determining effective regulation strategies that work for them and match the situation
D. All of the above

Why is self-reflection important?

A. It lights up all over the brain and creates options for new neural connections
B. It offers doses of regulation throughout the day
C. It’s a moment of awareness and moves us to a higher region of the brain
D. All of the above

The “where’s my attention” activity promotes which of the following?

A. A moment of self-reflection
B. Interoceptive awareness
C. Dysregulation
D. All of the above

Which of these are NOT true about the mirror neuron system?

A. We can use them as a tool to force self-reflection and impact experiences
B. They light up when we are in our prefrontal cortex
C. They don’t know if they are doing something or watching something
D. All of the above

Which of these actions are NOT part of the scaffolding construct?

A. Naming my experience
B. Naming previous experiences they can relate to
C. Naming what is happening and what we can do about it
D. All of the above

Why might I choose not to just say “ok everybody sit up.”

A. I want them to start to notice their activation
B. I get tired of repeating myself
C. I would rather do a brain break
D. All of the above

When we name that a transition is going to take place what is the piece that we often leave out?

A. Giving them enough time
B. Modeling ways to regulate through it
C. Telling them what’s coming next
D. All of the above

Please read the learning objective below and rate the objective on a scale of 1-5 based on how well you think this program met this objective:

Poor-1 Fair-2 Average-3 Good-4 Excellent-5

Learning Objective: Participants will identify essential skills and components often missing from universal programming and how to shift daily routines to include these elements.

Type the rating for this objective in the comment box below. If you rated the objective a 3 or lower, please include an explanation.

This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.

Please read the learning objective below and rate the objective on a scale of 1-5 based on how well you think this program met this objective:

Poor-1 Fair-2 Average-3 Good-4 Excellent-5

Learning Objective: Participants will learn how to scaffold the development of self-regulation skills at each student’s level of readiness, helping them apply strategies independently and supporting long-term behavior change.

Type the rating for this objective in the comment box below. If you rated the objective a 3 or lower, please include an explanation.

This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.

The Process of Developing Self-regulation – Understanding the Missing Pieces Quiz

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