For the past several weeks, we’ve reviewed the executive functioning skill of impulse control, one that is particularly important for diverse learners. Many of the challenges we commonly associate with diagnoses like autism and ADHD relate to a teen or young adult’s difficulty in managing behavior in specific environments.
While we might work to avoid the common triggers that disrupt and frustrate our learners, parents, teachers, and caregivers repeatedly share the uncertainty surrounding how to teach impulse control to diverse learners. So today, we’re sharing several resources to help teach diverse learners with improving self-control.
What is impulse control?
Impulse control—sometimes known as self-control or our inhibition—is an executive functioning skill that allows us to engage independently in society. Impulse control helps us “think before acting” and to prioritize longer-term rewards over short-term gain. When we demonstrate impulse control behaviors, we resist or avoid doing things that may be harmful to ourselves and others.
How do we develop impulse control?
Like many other executive functioning skills, we are born with a genetic makeup that supports self-control, but we gain impulse control through environmental learning and development. Impulse control initially develops in our toddler years as we learn primary safety responses like avoiding a hot stove or running into the street.
We expect to monitor toddlers constantly for impulsive behaviors but begin to fade our support as we grow more independent in elementary and middle school. By our pre-teen and teenage years, we continue some risky behaviors but will often follow the safety rules and strive for social norms. By adulthood, we can manage impulsive behavior across all settings, avoiding most instances of rushing, reckless, or harmful behaviors.
Teens Have A Wide Range of Impulse Control Skills
Not all diverse learners develop impulse control at the same time or in the same way. Even though the skills above are valuable for all teens and young adults to learn, your child may continue to struggle with them throughout life. Knowing and understanding your teen’s strengths and challenges when it comes to impulse control can help you develop a plan to support them. As parents and educators, we owe it to our learners to continue working on executive functioning skills like self-control regardless of age or ability.
Long Term Strategies & Supports to Help Diverse Learners with Impulse Control
Use routines
We know that unique learners—especially those with autism and ADHD—thrive under routines and predictability. Executive functioning skills like planning, organization and time management adapt well to regular daily routines. The same holds true for controlling impulsive behavior.
When we have routines, it’s easier to complete daily tasks with fewer decisions and fewer opportunities to veer off-course. We can also plan our daily routines to avoid triggers for impulsivity and build in time for activities that promote success like exercise, mindfulness, and sleep habits. Routines also help our learners prevent decision fatigue or making poor choices because of the sheer volume of choices required throughout the day.
Use visuals
We all use visuals to regulate impulsive behavior. Just think about how many speed limit and do not enter signs there are in the world! Given how successful visual strategies and supports can be for some diverse learners, it’s worth investigating for your child or student. Some examples of visuals for impulse control:
- Posting stop signs on doors or the refrigerator.
- Writing notes about controlling emotions, using a quiet voice, or not interrupting.
- A photo of a stoplight to prompt a strategy like “Stop, Think, Act.“
We’ve even worked with individuals who wore eyeglasses or a watch as a reminder to follow specific social rules while they were in public. There are really no limits to the customization and options available for using visuals to help with impulse control.
Reduce distractions and triggers
Research shows controlling our behavior becomes problematic when we’re in an environment with distractions and triggers for poor decision making. As a parent or teacher of a child with impulse control challenges, it can be helpful to complete an inventory for potential problem areas and then use antecedent interventions to reduce these triggers.
For example, let’s say one of your learner’s reliable triggers for impulse control issues happens when overtired. Once you’re aware of potential pitfall, it’s possible to reduce these triggers by creating schedules and routines that promote a good night’s rest. It’s also possible to make momentary modifications on days when the trigger can’t be avoided. If you know your learner is overtired, you can observe and support more on those days.
Practice better choices
As we shared in our earlier article, impulse control skills develop with repeated practice in difficult situations. Practicing making better choices can make a meaningful difference for learners who may have impulse control issues throughout adult life. There’s no harm in continuing to practice and provide feedback.
To practice impulse control strategies using a fun video-based activity, download our free exercise, “The Interrupter.” Designed to help teens and young adults avoid the impulse to interrupt conversations, this is a simple activity to help your child practice making better choices.
Have a plan for when behaviors happen.
Finally, we recommend that parents and teachers who work with diverse learners set realistic expectations that sometimes impulsive behavior happens. None of us can control impulsive behaviors 100% of the time. In these situations, having a plan is essential.
Work with your teen on how to remedy situations where impulsive behavior gets in the way. For example, if your teen engages in behaviors like interrupting in the classroom or saying something hurtful to a sibling, they’ll need to know how to handle the consequences.
Practice and rehearse statements to apologize (e.g., “I’m sorry that I…”) and words describing their own behavior (e.g., “Sometimes I say things without thinking about them first, but I’m working on it by…”).
While in the end, our learners should work on controlling impulsive behavior, learning the social skills when mistakes happen is also valuable.
Author’s Note
The impulse control behaviors described in this article are related to developing executive functioning skills and are different behaviors than those associated with impulse control disorders. Impulse control disorders (e.g., pyromania, addiction, intermittent explosive disorder) are serious medical conditions that are not likely to benefit from the strategies included in this text. Consult a medical professional if you feel your child’s impulsive behavior puts themselves or others at risk of harm.
Further Reading
- Fariba, K., & Gokarakonda, S. B. (2020). Impulse Control Disorders. StatPearls.
- Life Skills Advocate – All About Impulse Control
- Life Skills Advocate – Helping Your Child Overcome Decision Fatigue
- Life Skills Advocate – Executive Functioning Skills By Age: What to Expect
- Sam, A., & AFIRM Team. (2016). Antecedent-based intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina.
- Sam, A., & AFIRM Team. (2015). Visual supports. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina.