ABSTRACT
Children with a self-regulation weakness appear unable to reflect on and monitor their performance over time, or to measure their progress against expected standards. They do not know when to stop and check their work, consider alternative approaches or ask for help: they just keep ploughing ahead without thought. For a pupil to regulate their performance, they need to identify those areas that are going well for them and those areas in which they are not so successful, and then devise and apply self-help strategies, monitoring their progress and evaluating the results. The pupils will also experience problems with the monitoring of social interaction: failing to notice when others are puzzled, hurt or annoyed by what they have said or done, and seeming unable to modify their behaviour in response to the reactions of others. Pupils with problems of self-regulation will respond to immediate feedback rather than the promise of some future reward or sanction.
