Using Sand Timers as a Self-Regulation Strategy for Students with Special Needs: A Case Study of Ryan's Progress in Staying Seated During Class and Achieving His Learning Goals

This case study explores the use of sand timers as a self-regulation strategy to support a 6-year-old student, Ryan (pseudonym), with speech and language difficulties, weak concentration, and below-average motor skills in an inclusive educational setting. Ryan struggled to remain seated during class activities, which impacted his learning engagement. An intervention using a 5-minute sand timer, paired with positive reinforcement and sensory-based rewards, was implemented to help Ryan understand time limits and stay seated for gradually increasing durations. Over several weeks, Ryan demonstrated significant improvement in his ability to remain seated, complete tasks, and regulate his behavior independently, ultimately reducing his reliance on the timer. Additionally, his fine motor and pre-writing skills improved through sensory play and tracing activities. The study highlights the effectiveness of simple visual and sensory tools like sand timers in enhancing self-regulation, focus, and learning outcomes among students with special educational needs. unknown unknown