Self-Regulation System: “It’s Not a Race”

This system was designed to support students who experience urgency around being first, which can impact accuracy, regulation, and independence. It provides explicit instruction and visual supports to shift the goal from finishing first to doing high-quality work and staying calm.

Problem

Some students, especially those with autism, experience a strong need to be first. This can show up during classwork, transitions, or lining up. When they are not first, it can lead to rushing, mistakes, frustration, or escalation.

In many classrooms, adults respond in the moment:

• “Slow down”

• “It’s not a race”

• “Be patient”

For some students, this is not enough.

They need explicit instruction, predictable language, and visual systems.

Solution = System Implementation

This system teaches one clear replacement goal:

Do your best work and stay calm.

Not: be first.

This system is implemented through:

1. Desk Visual (Constant Anchor)

A small, student-facing visual placed on the desk

• It is okay to take my time

• My job is not to finish first

• My job is to try my best

• If I am not first, I stay calm

Purpose: Provides a constant, calming reminder during independent work

2. Social Story (Direct Instruction)

A short, explicit teaching script

• When I rush, I make mistakes

• When I slow down, I do better work

• Good work takes time

Purpose: Teaches cause and effect in clear, concrete language

3. Visual Icons (In-the-Moment Support)

Quick, nonverbal prompts

• Stay calm if not first to finish

• Stay calm if not first in line

Purpose: Allows adults to prompt without adding verbal pressure

4. Decision Flowchart (Thinking Tool)

A visual that builds decision-making and metacognition

Time to work → I want to be first → Decision

Rush

• Make mistakes

• Maybe finish first

• Learn less

• Have to fix mistakes

• Get upset if not first

Take My Time

• Get more correct

• Fix fewer mistakes

• Learn more

• May get to preferred activity faster

• Stay calm

Purpose: Helps the student see the outcome of their choice before acting

In practice:

This system shifts the classroom from:

• Verbal reminders → Visual supports

• Reactive correction → Predictable instruction

• Compliance → Student thinking

Students begin to internalize:

• “I can take my time”

• “I do not have to be first”

• “I can stay calm”

Impact

Clarity → Consistency → Self-Regulation

• Increased work accuracy

• Reduced frustration and escalation

• Improved independence

• Stronger self-regulation skills

Most importantly, it replaces pressure with clarity.

Final Thought

Students are not rushing because they are careless.They are rushing because they are trying to meet a goal that feels important.

Our job is to change the goal:

Be first → Do your best and stay calm