Using universal strategies to support self-regulation in a virtual school setting

Zeitlin, D. K., & Skuller, J. (2022). Using universal strategies to support self-regulation in a virtual school setting. SIS Quarterly Practice Connections, 7(1), 5–7.

A teacher was struggling to keep her class focused during her online lessons, noting transitions were challenging including arrival, “recess” time, after lunch, and right before dismissal. Students appeared unfocused and were getting out of their seats to pet animals or talk to other family members. Based on this information, the teacher and school occupational therapist worked together to collaborate on a variety of self-regulation strategies.