Self-Regulated Learning (SRL) Lab at Utah State University

Response inhibition is the ability to stop one's own behavior at the appropriate time, including stopping actions and thoughts. The flip side of inhibition is impulsivity; if you have weak ability to stop yourself from acting on your impulses, then you are "impulsive." (When Aunt Sue called, it would have made sense to tell her, "Let me check the calendar first. It sounds great, but I just need to look at everybody's schedules before I commit the whole family.")

Impulsive acting-out or talking-out interferes with a student's own learning and often interferes with the learning of others.  The reasons behind the impulsivity vary.

Some students have not learned the skills for impulse control because it has not been expected of them.  Impulsiveness is simply more highly tolerated in the home than what is acceptable in the school setting.

Some bright and gifted students have such quick and active minds that they immediately shout-out out their newest insights and understandings, sometimes talking out-of-turn or even overtop of other students.

Your conversation with your child needs to explore how the intensity of the impulse to act, the awareness of the impulse to act and the ability to stop the impulse.

NOTE:  Some students have impulse control issues due to serious emotional concerns or a medical condition such as Attention Deficit Hyperactivity Disorder (ADHD).  Students in these circumstances may need the assistance of a counselor and/or a physician.

 

Intensity

Discussions about intensity should help establish how strong the urge to act is for your child.  Your conversaton with your child about the intensity of the impulse to act may include questions such as:

• Does an impulse feel like a strong urge or simply a response you were not able to stop from happening (Do you feel a strong need to shout out in class or does it just seem to happen?)

• Is it hard for you to stifle your impulse to act even when you want to stop (Do you feel like you are forcing yourself not to speak out when it is someone else's turn to talk?).

•  Are you happy when you are able to stop your impluse?  (Do you feel good when you stop yourself from hitting someone or does it feel like you are struggling and you still want to hit even after you stop yourself?)

 

Awareness

Discussions with your child about his awareness of his impulsive actions are important because planning can be derailed if we are asking a child to control a behavior that he exhibits even before he is aware that he is acting-out.  Conversations with your child may include questions such as:

• Can you tell when you are about to do something impulsive or are you only aware after it happens?  (Can you feel yourself getting angry before you scream or does it happen before you even know you are going to do it?)

• Are you aware of your actions and the need to control them when you are acting impulsively?  (When you are arguing with someone do you recognize you are in an argument and you should stop or does someone have to tell you that you are getting angry?)

Strategy for developing awareness

• Self-Monitoring Charts and Examples

 

Ability to Stop

Some students can stop themselves once they are aware of their actions.  Others find it difficult even if they are aware.  ("I know when I shouting and I think I should stop but I still can't seem to stop myself."  Conversations about your child's ability to stop his behavior once he is aware may include questions such as:

• Are you able to stop the impulsive act when you recognize you are about to act out?  (If you know you feel like throwing something can you put on the brakes and stop yourself?)

• What techniques have you tried to stop yourself from acting impulsively?

• Would you like to learn some techniques to stop yourself from acting impulsively? 

 

Strategies to Support Control

The article at this link reviews what research has told us about creating strategies to help our children develop more self-control