Winter/Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2020
A Framework to Address Self-Regulation & Emotional Control
Leah Kuypers M.A. Ed., OTR/L
Occupational Therapist, Creator, Consultant
www.zonesofregulation.com
ZONES OF REGULATION
Disclosures
Course Content Disclosure:This course will focus on primarily one product, methodology and curriculum, The Zones of Regulation®.
Financial Disclosure: Leah Kuypers is an independent contractor, speaker and author. She receives a speaking fee for her presentations about The Zones of Regulation as well as royalties for The Zones of Regulation products and apps.
Non-financial Disclosure:Leah Kuypers has no non-financial relationships to disclose.
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The Big Picture
• Understanding self-regulation
• Building regulation skills: The Zones of Regulation®• Intro to the
framework• Lessons and
expansions• Exploring tools • Implementation
What is Self-Regulation?The ability to adjust level of alertness
ANDdirect how emotions are revealed
behaviorally in socially adaptive waysin order to achieve goals.
-Adapted from work of Clair Kopp
Self-Regulation Encompasses:
– Anger– Anxiety– Sadness– Attention– Excitement– Silliness– Sensory needs– Stress– And so much more…
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Winter/Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2020
Roller Coaster Ride of Emotions and Internal States of Arousal
Impacted by:• Neurotransmitters
and brain activity• Sensory events• History of trauma
& aversive experiences
Vocab
• Dysregulation: A lack of regulation
• Behavior: Our actions (Both POSITIVE and NEGATIVE)
Co-Regulation:
Regulation that occurs in the context of Social Interaction, such as:• Student seeks assistance from
teacher/caregiver• An individual responds to
another in attempt to support him or her when facing a stressor
The SCERTS Model by Prizant et al 2006Photo by Unknown Author is licensed under CC BY-NC-
SA
Research on Self-Regulation
• Self-regulation abilities have a stronger correlation with school readiness than IQ or entry-level reading or math skills -Blair, 2002. 2003; Normandeau & Guay, 1998
• Higher academic achievement is more likely when interventions include self-regulation components -Blair & Razza, 2007
• Research shows that teachers can have a positive effect on students’ self-regulation skills -Burchinal, Peisner-Feinberg, Bryant, & Clifford, 2000
You must be able to REACH them before
you can TEACH them
Development of Self-Regulation
• Initial Behavior Strategies– Co-regulation needed– Sensory-motor strategies– Uses behavior to get needs met
• Progress into Language Strategies– Words and symbols to regulate– Express emotional state to co-regulator– Negotiate concerns -Greenspan, S. (1997)
-The SCERTS Model, Prizant et al. (2006)
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Winter/Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2020
Development of Self-Regulation
• Final level- Metacognitive Strategies– Internalizing a dialog– Reflect on cognitive processes that support organization, decrease
anxiety, modulate attention and arousal– Recognize another’s perspective and social conventions
• Support/guidance (verbal techniques, sensitivity, expectations) from caregivers is key in development of these strategies
-The SCERTS Model, Prizant et al.
ACES:Adverse Childhood
Experiences
Childhood experiences, both
positive and negative, have a
tremendous impact on future violence, victimization and perpetration, and lifelong health and
opportunity.--Centers for Disease Control and Prevention (CDC) www.cdc.gov/violenceprevention/acestudy
Increase in ACES correlates with increased risk of
depression, mental distress, disability & early death
https://www.cdc.gov/violenceprevention/acestudy/ACE_graphics.html
Components of Self-Regulation
1. Sensory Processing and Modulation
2. Executive Functioning3. Emotional Regulation4. Social Cognition
Vestibular Sense• Sense of balance and relationship
to gravity. Receptors in the inner ear.
Proprioceptive Sense• Provides awareness and orientation of the body through
receptors located in the muscles and joints.
Interoceptive Sense• Takes in sensory information from internal organs and shares
with the brain. Communicates how we are feeling internally (e.g., hot, cold, tired, hungry, nervous). Also related to emotional awareness.
Hidden Senses Seeking vs. Avoiding/Defensive
• Each sense has a “just right” threshold• Sometimes sense is set very high
– hypo-responsive– Causes one to SEEK additional
sensory input• Sometimes sense is set very low
– hyper-responsive– Causes one to be DEFENSIVE and/or
AVOID sensory stimuli
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Winter/Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2020
Living a Sensation Life
• Sensory Lifestyle provides optimal combination of sensations to feel “just right”
• Sensory needs are met in a purposeful, adaptive manner vs. disruptive, maladaptive way
• Individualized to each student and are best when done in collaboration with an OT
-Dr. Lucy Jane Miller
Modulating CommonClassroom Sensations
Sensory Preferences and Lifestyle
Auditory
Visual
Touch
Smell
Taste
Vestibular
Proprioception
Avoiding to Seeking Scale
Avoiding Neutral Seeking
Contact sports, cuddling, rough housing with my kids
Place an X indicating how you perceive each sense & provide examples for each under
Hiking, skiing, moving during seated tasks
Spicy food, daily coffee, love ethnic food, chew gum
Enjoy perfume, scented lotions, candles
Tolerate most textures and touch
Distracted by background noises, avoid loud restaurants
Can become overwhelmed in chaotic environments
Executive Functioning:The Thinking Behind the Doing
• Umbrella term that describes the cognitive process involved in the conscious control of thoughts and actions
-Leibermann et al., 2007
• EF skills have been closely linked to academic success in school-age children -Bull & Scerif, 2001; Gathercole et al., 2005; Kibby et al., 2004; Zametkin & Ernst, 1999.
Executive Functions Connection with Regulation
– Self-Talk: Internal speech used to guide behavior
– Impulse Control: Thinking before acting
– Flexibility: Consider multiple options, revise plans, adapt to change
– Working Memory: Reflect on past experiences and code new information to help predict what you may experience
Sarah Ward and Kirsten Jacobsenwww.efpractice.com
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Winter/Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2020
STOP and Read the Room
ObjectsHow are things
organized?
What materials are needed?
Location
Purpose
PeopleFace
Body
Appearance
Mood
Pace
Communication
SpaceWhere am I?
What's going on?
What are the expectations for
this environment?
Sarah Ward, MS, CCC/SLPKristen Jacobson, MS, CCC/SLPwww.efpractice.com
TimeTime of day
Part of schedule or routine?
What is happening
immediately?
What is next?
What pace is required?
Emotional Regulation
• Feelings are innate, we can’t change how we feel
• We can help students learn how to monitor, evaluate, and modify the intensity and temporal features of their emotional response
• Both Intrinsic and Extrinsic processes are responsible for regulating the emotional reactions in order to meet one’s goals
Social Cognition &Theory of Mind
The ability to understand that others’ thoughts, feelings and experiences differ from yours.
Critical in being able understand the social norms. This in turn helps to guide you in how to regulate your behavior (or manage the expression of the Zone) to social demands.
Uta Frith and Simon Baron Cohen
Social Thinking® and Social CompetenciesMichelle Garcia Winner, 2005
www.socialthinking.com
• Curriculum designed to teach students how to understand how the social world works rather than simply learn social skills and rules
• Explores concept of thinking about others in the shared environment to help guide interactions
• Teaches how to regulate one’s own behavior based on other peoples’ thoughts and expectations
Integration of Social Thinking® Concepts in Zones Curriculum
• Expected vs. Unexpected behavior related to management of Zones
• Good thoughts vs. uncomfortable thoughts• Your behavior changes my thoughts and feelings• Social Behavior Maps• Size of the Problem• Superflex®
“Kids do well if they can!”- Ross Greene
• Challenges occur when the task or situation outstrips our capacity to cope.
• Discover lagging skills• Collaborative and
Proactive Solutions (CPS)
www.livesinthebalance.org
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Winter/Spring 2020The Zones of Regulation®
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These are the invisible disabilities
www.livesinthebalance.org
We Need to Check Our Lenses Our Well of Coping Capacity
• Reservoir always changing• Some more abundant then
others• Some days better than
others• Empathize, support and
teach rather than punish, shame and demean
Understanding BehaviorMake Sure Foundational
Needs Are Met
Exercise/Play
Food
Sleep
Water
Love/Security
A framework to simplify how we think about
and manage our feelings and states
Easy Language
Visual Structure
Systematic
The Framework
What it IS• A teaching tool
• A cognitive framework
• A way to nurture development of skills
• Supportive in nature
What it ISN’T• A discipline model
• A behavior approach
• A way to shame for negative behavior
• Punitive in nature
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Proactive Interventions and ZonesZones can be used as a Tier 1-3 intervention
– Tier 1: • Whole class instruction on The
Zones • Poster in classroom • Toolbox accessible for all
– Tier 2:• Small group instruction with
students needing additional support
• Deeper exploration of tools• Self-monitoring set up daily
– Tier 3:• Individualized instruction and
support
www.rti4success.orgwww.pbis.org
Goals of The Curriculum• To teach the students:
• Identify their feelings and levels of alertness
• Effective regulation tools• When and how to use tools• Problem solve positive solutions• Understand how their behaviors
influence others’ thoughts and feelings• And ultimately move towards…
• Independent Regulation!
Four ZONES used to describe: WHAT WE ARE FEELING ON THE INSIDE
• Feelings• Energy• Level of arousal
BLUE ZONERest/Re-Energize
• Low state of alertness and energy
• Down feelings• May feel:
– Sad– Sick– Tired– Bored
GREEN ZONEGood to Go
• Calm and organized state of alertness
• Neutral emotions• May feel:
– Happy– Content– Focused– Ready to learn
YELLOW ZONEBe Aware/Take Caution
• Higher state but still have some cognitive control
• Energy is up• Emotions elevated• May feel:
– Frustration/Stress– Anxiety– Excitement or Silly– Wiggly or Agitated
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RED ZONEOften have to Stop and Notice
• Very heightened state of alertness
• May be in Fight, Fright or Flight mode
• Intense emotions• May feel:
– Elated, Ecstatic– Enraged/Angry– Terror/Panic– Devastation
Red Zone is NOT the “Bad Zone”
This Photo by Unknown Author is licensed under CC BY-NC-SA
How are you Feeling?
What Zone Are You In?
External Factors in Managing One’s Zone:
• Context-Situation/Setting plus the people around
• Task Demands- What is being asked of you
• Goals- What do you want to accomplish (short term and long term)
Zones Equation for Regulation
Internal State
Feeling
ZoneDo I need to manage my
Zone?
Expression meets social/
environmental demands and
supports accomplishing
personal goals and tasks
Expression creates uncomfortable
feelings in others and interferes with achieving personal goals and/or task
demands
Navigating The Zones
andAdvanced
Pack
Teaching Pathways
to Regulation
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Winter/Spring 2020The Zones of Regulation®
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Steps of The Zones Pathway
1. Situation or Event Triggers Us2. Notice the Feeling/s Within Us3. Determine How Best to Manage It
– Utilize Tools– Problem Solve Strategies
4. Reflect On What Is Working and If Additional Strategies/Problem Solving Are Needed
Outcomes of Managing Your Zone
• Behavior does not determine your Zone. • Behavior is a by-product of how we manage our Zones. • Management of Zone in the context you are in impacts if
behavior is Expected or Unexpected*
*Expected/Unexpected behavior is .socialthinking.com vocabulary by M.G. WinnerGraphic credit to Attention Magazine, Oct. 2012
Important Points• There is no “bad” zone• Natural to experience all
four zones • Learn to manage zone
according to goals, social context & environmental demands
• Create a culture where everyone experiences the Zones
• You can be in more than one zone at a time
• Some emotions can fall in more than 1 zone
This Photo by Unknown Author is licensed under CC BY-NC-SA
Assessment and Data Collection• Observation• Interview• Behavior Rating Inventory of Executive Function® (BRIEF)• Sensory Processing Measure (SPM) or Sensory Profile• Behavior Assessment System for Children, Third Edition (BASC-3)• Social Skills Rating System (SSRS)• ILAUGH Model-informal social cognitive assessment by Michelle Garcia
Winner• Self-Regulation Data Collection (available on
www.zonesofregulation.com) • SCERTS Model- Informal measure examining regulation abilities and
mutual vs. self-regulation (Prizant et al)
Self-Assessment Pre/Post
Found on www.zonesofregulation.com. Contributed by Kryssi Plasch
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Where to Start?
Found on Page 18-19 in The Zones of Regulation curriculum
Set Up:
• Create folders• Send home:
– Information about The Zones* (Reproducible A)
– The Zones Glossary* (Reproducible B)
– Refrigerator Visual* (Reproducible E)
*Set up handouts available in Spanish, French and English at
Zonesofregulation.com
Consider an Interactive Learning BoardIntroducing The Zones To Students
Lesson 1-3 and Adaptations
• Become familiar with The Zones
• Increase emotions vocabulary
• Increase recognition of facial expressions
Zones Visual for Older Grades
Picture and idea by www.schoolcounselingfiles.com
Zones Collage
File of Google images available on Facebook Group:The Zones of Regulation In Action
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Winter/Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2020
Using Children’s Literature
• Match character to corresponding zone
• Make connections:– “Tell me about a time you
felt …”– “Show me how … looks on
you.”– “What Zone does that
emotion go in?”
Considerations: Age and Cognitive Abilities
• Scale down to 1-2 basic emotions per Zone• Pair 1-3 tools for each Zone• Create a simple routine to follow
“What Zone Are You In?”The Friend Ship by Erica Bland
Songs to encourage social communication and emotional
regulation in young children
Available on Amazon, iTunes &http://thefriendshipforkids.com/
Zones allows for individualization
Relevant to what the individual:
• Understands
• Experiences
Zones Check-In
• Small group/ individual check-in with visual
• Popsicle stick with name dropped in colored container representing Zone
• Clothespin with name clipped to Zones Poster
Adapting for a students with cognitive impairments
Adapted Communication Board
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Winter/Spring 2020The Zones of Regulation®
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Visuals for Students to Check-In
in the I can try
ZONE
ZONE
ZONE
I feel
ZONE
I feel in the I can try:
ZONE
I feel
in theI can try:
ZONEoror
Chain on More Feelings or Tools
Self-Monitoring and Non-Verbal Communication
Exploring Emotions
Within Zones
Videos to Teach Emotions/Zones
• Disney movies: Inside Out, Finding Nemo, Frozen• Charlie Brown• Sesame Street• Daniel Tiger• Donald Duck• Winnie the Pooh• Wallace and Gromet• Friday Night Lights• Big Bang Theory• Friends
https://www.pinterest.com/elizasautter/video-clips/
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The Zones in Me
• Students learn to ID Zones in themselves
• Learn it is natural to experience all the Zones
• Increase awareness on how external factors impact their Zone
Fun Adaptations Using Scenarios
• Target for each Zone– Hula Hoops– Spots
• Bean bags• Scooters• Trampoline• Swing• Angry Birds
Caution! Triggers Ahead
• Recognize personal triggers
• Work to problem solve triggers
• Build foresight and perspective taking
Me in My Zones:Learning to ID Zones in Self
Me in the
2nd Grade Student
Lesson 6
Building Awareness &
Identifying Body Cues
• Voice tone, rate, volume
• Heart rate and breathing
• Thinking abilities and patterns
• Facial expressions• Body language • Gestures/actions• Muscle tension
The Zones of Regulation App
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Winter/Spring 2020The Zones of Regulation®
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Winner of the Mom’s Choice Award
Check in with Body Scan Chart
Kelly Mahler: Interoception, www.kelly-mahler.com
Draw a Picture of Self
in Each of the Four Zones
Me in the
8th Grade Student
Uncomfortable Thoughts
Good Thoughts
Good Thoughts
Graphing My Zones with Perspective Taking
Zones of Regulation: Exploring Emotions App
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Data Driven Services
• Compare graphs over course of time– Does student’s day become more regulated?– Look at antecedents to dysregulation (i.e. always in math)– Notice what is working (i.e. consistently managing self
well in P.E. and recess)– Help to inform us what we could do different in future
Understanding S Toolshelp wake up our bodies,
provide comfort, and regain focus.help us stay calm,
focused and feeling good. These are often proactive strategies.
help us regain control and calm ourselves.
help us stay safe and start to calm down.
Build insight into the impact of EACH tool on brain and body
• Tool of the Week• Allow time to practice:
Tools need to become second nature
• Notice how each tool affects oneself
• Match tools to the zone/zones it helps to regulate
This Photo by Unknown Author is licensed under CC BY-SA-NC
Self-Reflection on Tools
Exploring Various Types of Tools
Top-down looking to catch the
thought
Bottom-up toolsOrganize your
sensory system Integrate the Mind and Body
Sensory Supports
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Winter/Spring 2020The Zones of Regulation®
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Breathing TechniquesInteractive
Tools on The Zones of Regulation
App
Size of the Problem• Big picture thinking and objectivity• Perspective taking• Egocentric versus exocentric application
Michelle Garcia Winner, 2005 www.socialthinking.com
The Inner Coach vs. The Inner Critic
Help student recognize + & -thought patterns
– “I hear your Inner Critic. What can your Inner Coach say back?”
Adaptations for younger students:– Give + and – self-talk a name
• Mr. Happy and Mr. Mean
– Draw a picture of each– Include speaking bubbles
STOP, OPT and GO
• Increase problem solving/planning abilities
• Decrease impulsive/reactive behaviors
• Work together as a team using game with scenarios
• Keep reusable copy with student for quick access
• Post visuals of stoplight for cueing
We All Work on Self-Regulation…
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Tips for Supporting Students in the Red Zone
• Pre-teach Red Zone tools• Safety is first priority• Limit verbals• This is not a teachable moment• Validate the student’s feelings • Evoke some of the emotion in yourself• Give them time and space• Process later using STOP, OPT and GO Solution Finder
(Reproducible GG)
-Siegel and Byrson
Regulation Stationsteachinginprogress.blogspot.com kinderfriends.comhttp://ana-white.com/2011/06/
easy-kids-tent-reading-nook
Plush BottomDog bed, camp mat, foam
flooring, gym mat
Diminish StimuliFabric (tent,
netting, curtains) to absorb sound and block visual
BurrowPillows, bean bags,
stuffed animals, weighted blanket
Tool BoxBooks, headphones, fidgets,
visuals
Building Coping Capacity in the Red Zone
• Video Model-student pretending to be in Red Zone and demonstrating how to use tool– review often
• Make up social story or simple PowerPoint for student to view on Red Zone feelings and how to cope
• Remember that tools can progressively become more adaptive
The Toolbox
• Understand they can engage in different strategies to manage each zone to self-regulate
• Display in places where students frequently view
• Give copy to all supporting student
• Lesson 13
• Use to reduce verbals
• Choice board • Glue vs. Velcro• Geared for younger
and students with cognitive impairments
• Simplify as needed• Lesson 13
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Check-In Visuals
Access Across
Settings
Learning to use our tools as soon as we move into the less regulated states
Get Back to Green?or
Manage our Zone?• We CAN’T change the way students feel… we CAN help them manage
those feelings and states• Talk about the expected behaviors for the social and environmental
context • Inquire about Zone and how it may be impacting the student meeting
the expectations of situation• Problem solve tools to manage their Zone to meet goals and keep
those around them comfortable. • NEVER make them feel bad about the Zone they are in. Support them
in regulating the feelings they have.
Supporting Management of Zones
1. Let’s go and check your Zone.2. Your body is telling me you may be
feeling wiggly in the Yellow? 3. What’s a (yellow zone) tool we can use
to help us take care of the Yellow Zone and keep our hands quiet?
OR1. What Zone are you in?2. Let’s think of a tool to help in the ___
Zone so everyone is comfortable and we… (ie: get back to the fun)?
Working as a Multi-Disciplinary TeamWe are all STAKEHOLDERS- Collaboration between parents and professions is essential!
– SLPs: social cognitive skills, EF, emotional awareness, communication– OTs: self-regulation skills, EF, social skills, learning and management of
tools– PTs: tools, carryover, postural control, movement – Psych Field: Emotional awareness, tools, crisis/trauma– Teachers and Aides: Daily implementation, reinforcement,
generalization– Counselors/Social Workers: Bridge between Sp. Ed. & Reg. Ed,
individual intensive instruction– Administration: Leadership, creating the culture, – Parents: Invaluable knowledge on student, assist in carryover in home
and community
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What Our Role Can Look Like
School Wide– Work with admin to see what
student body’s needs are– Educate all staff on concepts &
strategies to enhance the SEL for all students
– Foster a supportive culture with common language
– Consult & provide resources
School Wide Considerations &
Ideas• Zones Leadership Group• Communication with parents on
Zones concept• Send out Tool or Emotion of the
Week • Plan for implementation• Volunteers to make visuals• Accessing grants for funding
SCHOOLWIDE RESOURCES:(available on zonesofregulation.com)
• Schoolwide Zones "Cheat Sheet"
• Schoolwide Implementation Guide
• Implementation and Fidelity Checklist
• Web-based Consultation with Schoolwide Specialist,Emily Walz
Schoolwide AssemblyScript and video at zonesofregulation.com
Photo Credit: Shannon Kerns
Zones Bulletin Board
Picture by Jeanie Siefert Castrigano
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Zones Quilt In Hallway What Our Role Can Look Like
Whole class • Push in lessons for regular education
classrooms• Student generalizes skills with teacher
reinforcement• Supportive culture: we all work on self-
regulation• Common way for teacher to approach
behavior needs for all students• Ongoing coaching and consulting with teacher
Zones Book and Written Expression
Idea and Pictures by Julie McKenzie Brizes
What Our Role Can Look Like
Small groups– Students with similar needs
together learn and practice critical skills
– Builds a supportive communityIndividual therapy
– Intensive intervention– Significant individualization to
meet needs
• Home and Community– Assist in carry-over between
home/community/school environment
– Education – Resources for caregivers, coaches,
neighbors – In home or community skill
building
What Our Role Can Look Like
By Elizabeth Sautterwww.makesociallearningstick.com
Take Homes• It is natural to experience
all the Zones • Slow and Steady • Create a culture of
understanding and acceptance
• Use proactively: Teach… practice… reflect
• Incorporate tool practice into daily routine
This Photo by Unknown Author is licensed under CC BY-NC-SA
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Lastly: Celebrate Success!
• Celebrate achievements in using tools to regulate Zones
• Positively reinforces attempts to regulate
• Generalize use of tools across environments
From all the students and myself… Questions to Ponder?
• Do you have students that you work with that could benefit from the Zones framework?
• What strengths do you have to help implement this framework?
• How and where would the learning occur and in what format?
• How would you organize the curriculum in order for others to gain access?
• Would you foresee any projected hurdles?
Zones Speaking Collaborative:Elizabeth Sautter, MS CCC
• Speech-Pathologist specializing in social cognition, self-regulation and executive functioning
• Owner of clinic and years of teaming with schools to support social-emotional skills
• Co-author on Navigating The Zones: Pathways to Self-Regulation and Advance Pack
Purchasing Books, Games & Posters
Exclusive seller of Zones of Regulation Curriculum and companion products.
www.socialthinking.com
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Guidelines for Use of The Zones of Regulation Name and Materials
For information on sharing intellectual property on The Zones, please review the do’s and don’ts found in the link below:
www.socialthinking.com/LandingPages/Intellectual%20Property
Email [email protected] with questions
• www.zonesofregulation.com• www.socialthinking.com• www.5pointscale.com• www.efpractice.com (Sarah Ward)• https://youtu.be/DXsT7Q43icE (Friends? Video Clip with Red and Green Character)• www.livesinthebalance.org (Ross Greene)• www.jillkuzma.wordpress.com• www.kimochis.com• www.thegraycenter.org (Social Stories)• www.spdfoundation.net• www.braingym.org• www.autisminternetmodules.org• www.alertprogram.com• www.yogacalm.org• www.pandasnetwork.org• www.makesociallearningstick.com
Useful Websites…
There’s An App for ThatSocial• Social Skill Builder• Social Express Lite• iConversation Builder • Super Duper “What are they
thinking?• Super Duper “What Would You
Do at School If…”• Super Duper Understanding
Inferences” • Hidden Curriculum Kids • Hidden Curriculum-for adults
and adolescents • iTakeTurns • Balloon Free- Stick a talking
bubble in your photos• Photo comic- comic strip design • Strip Design• Social Adventures
Schedules• First-Then Visual Schedule • ChoiceworksOther visual supports • Pic Collage • Doodle BuddyBrain/body/wellness/sensory• More Water • Waterlogged• Buddhify • Pocket pondCommunication with Teachers • Class dojo Regulation
• The Zones of Regulation• Stop Breathe and Think Emotions
• Emotions by Avokiddo• Emotionary
Brain Information• 3D BrainJournaling or creating story narratives• Book Creator• My Story Book
Creator for Kids• Toontastic• Script designerTimers• 30/30• 360 Thinking
Evidence Based Practice vs.. Practice Based on Evidence
– Zones Concept is grounded by science and based on immense evidence:• Central Coherence Theory• Theory of Mind• Systemizing Theory• Self-Management• Cognitive Behavior Therapy• Executive Functioning• Social Thinking
– Literature Review on www.zonesofregulation.com– Featured as a “Promising Practice” in Attention Magazine
(October, 2012) and in AOTA’s SISIS– Qualitative Evidence and positively reviewed by experts
References and ResourcesBarkley, R. A. (1997). Behavior inhibition, sustained attention, and executive functions:
Constructing a unifying theory of ADHD. Psychological Bulletin,121(1), 65-94.
Blair, C., & Razza, P. (2007). Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development, 78(2), 647-663.
Bronson, M. (2000). Self-regulation in early childhood.
Buckley, A. The kids yoga deck
Buron, K. D., & Curtis, M. (2003). The incredible 5-point scale.
Cain, J. (2000). The way I feel.
Curtis, J. L. (1998). Today I feel silly & other moods that make my day.
Dawson, P. and Guare, R. (2009) Smart but Scattered.
Dennison, P., & Dennison, G. (1994). Brain gym: Teachers revised edition
Greene, R. W. (2006) The explosive child
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