Emotional regulation is often treated as a behavior problem — but what if we’re missing the bigger picture? In this episode, we unpack what emotional regulation really is, why it’s so complex, and how executive function, coping skills, co-regulation, and environmental supports all play a role. We’ll move beyond surface-level strategies and explore what the research actually says about improving regulation in meaningful, sustainable ways. This will shift how you think about “big feelings” — and how to support them with big, evidence-informed strategies.

We share our own thoughts in the Research Review and encourage you to read the original article too. Let us know which emotional regulation tool you want to hear more about next!

Restoy, D., Oriol-Escudé, M., Alonzo-Castillo, T., Magán-Maganto, M., Canal-Bedia, R., Díez-Villoria, E., Gisbert-Gustemps, L., Setién-Ramos, I., Martínez-Ramírez, M., Ramos-Quiroga, J. A., & Lugo-Marín, J. (2024). Emotion regulation and emotion dysregulation in children and adolescents with autism spectrum disorder: A meta-analysis of evaluation and intervention studies. Clinical Psychology Review, 109, 102410. https://doi.org/10.1016/j.cpr.2024.102410

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Why can a child complete every step of dressing… but still put the shirt on backward? In this episode of Ideas at Play, we explore a simple, research-backed occupational therapy strategy that improved clothing orientation using one small visual cue (yes — it involves duct tape). We break down why dressing orientation can be so tricky, how this approach compares to other OT and ABA interventions, and how motor learning can support independence. If backward clothes are a sticking point in your OT sessions, this episode offers a practical, low-cost strategy you can try tomorrow.

We share our own thoughts in the Research Review and encourage you to read the original article too.

Foster, H. G., Elliott, T.-C. C., & Ayres, K. M. (2023). Using a tag as a stimulus prompt to increase correct dressing orientation. Research and Practice for Persons with Severe Disabilities, 48(4), 203–214. https://doi.org/10.1177/15407969231205849

Cahill, S. M., & Beisbier, S. (2020). Occupational therapy practice guidelines for children and youth ages 5–21 years. American Journal of Occupational Therapy, 74(4), 7404397010p1–7404397010p48. https://doi.org/10.5014/ajot.2020.744001

💡Want to hear more about Ideas at Work or get on our waitlist? Send us an email to IdeasAtPlayPodcast@gmail.com

Stay informed, stay curious, and stay playful!

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📧 Email us a question or comment at IdeasAtPlayPodcast@gmail.com

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Drumming might not be the first intervention that comes to mind—but the evidence suggests it deserves a closer look for regulation, connection, and mental health for autistic individuals. We unpack what therapeutic drumming actually looks like (spoiler: no musical talent required), why a simple structure matters, and how rhythm can bring motor, sensory, and social skills together in one joyful intervention. If you’re curious about evidence-based strategies that feel meaningful, energizing, and genuinely fun—for both you and your clients—this episode is worth a listen. 🥁

We share our own thoughts in the Research Review and encourage you to read the original article too.

Friedman, Z. L., Ochoa, J., Prisco, D., & Seruya, F. M. (2023). Connected rhythm: A scoping review of therapeutic drumming as an intervention for autistic individuals. The Open Journal of Occupational Therapy, 11(4), 1–17. https://doi.org/10.15453/2168-6408.2133

💡Want to hear more about Ideas at Work or get on our waitlist? Send us an email to IdeasAtPlayPodcast@gmail.com

Stay informed, stay curious, and stay playful!

✏️ Sign up for our newsletter by clicking here.

📧 Email us a question or comment at IdeasAtPlayPodcast@gmail.com

👉 Find us on Instagram @ideas.at.play