The central nervous system is unable to regulate arousal and self-regulation.
In 2004, Mary Rothbart emphasized reactivity and self-regulation as core processes in organizing temperamental profiles.
Different patterns of self-regulation in turn help to explain differences in temperament.
In the early 2000s, research on temperament in children and adolescents is making use of new brain imaging technology to expand understanding of the biological processes that influence emotional self-regulation and task-related activities.
Some children will have IEP goals that focus on organizational skill development and self-regulation.
