Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
A Framework to Address Self-Regulation & Emotional Control
Presented by Elizabeth Sautter, MA CCC-SLP
Based on the Original Work of
Leah Kuypers, MA Ed., OTR/Lwww.zonesofregulation.com
A Framework to Address Regulation & Emotional Control
www.zonesofregulation.com
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Nice to Meet You!
•Speech and Language
Pathologist/Social Cognitive Specialist
•Co-Director/Owner – Communication Works
(CW) Non Public Agency – School Placements,
Support and Collaboration: cwtherapy.com
•Author, speaker, blogger, butterfly catcher and
releaser: MakeSocialLearningStick.com
•Mom, sister, cousin of different types of learners
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Find The on the Web
-Training info & schedule
-Products
-Articles and evidence
-Free resources
-Newsletter sign-up
Like: Zones of Regulation Join: Zones of Regulation in Action
(group forum)
@zonesofreg#zonesofregulation
www.pinterest.com/zonesofreg
Website:www.zonesofregulation.com
@zonesofregulation#zonesofregulation
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Meet Leah Kuypers, M.A. Ed, OTR/L
• Author and Developer of the Zones of Regulation® Curriculum and Apps
• Occupational Therapist
• Autism Specialist4
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ZONES OF REGULATION
Disclosures
Course Content Disclosure:This course will focus on primarily one
product, methodology and curriculum, The
Zones of Regulation®.
Financial Disclosure: Elizabeth Sautter is an independent contractor,
with Kuypers Consulting and receives a
speaking fee for her presentations as well as
royalties for the co-created Zones of
Regulation products and her authored books.
Non-financial Disclosure:Elizabeth Sautter has no non-financial
relationships to disclose.
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The Plan
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• Understanding Self-Regulation
• How to Build Regulation Skills: The Zones of Regulation®– Framework and set up– Lesson examples– Exploring Tools – Implementation
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
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
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Roller Coaster Ride of Emotions and Internal States of Arousal
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Components of Self-Regulation
1. Sensory Processing and Modulation
2. Emotional Regulation3. Executive Functioning4. Social Cognition
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Development of Self-Regulation
• Initial Behavior Strategies• Progress into Language Strategies• Final level- Metacognitive Strategies
-Greenspan, S. (1997)-The SCERTS Model, Prizant et al. (2006)
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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
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Increase in ACES correlates with
increased risk of depression, mental distress, disability &
early death
https://www.cdc.gov/violenceprevention/acestudy/ACE_graphics.html
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
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
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You must be able to REACH them before
you can TEACH them
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We Need to Check Our Lenses• “Kids do well if they can!”
- Ross Greene– Collaborative & Proactive
Solutions
• If they are not doing well,we need to figure out why
• Challenges occur when the task or situation is new or difficult
• These are the invisible disabilities 15www.livesinthebalance.org
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
A framework to simplify how
we think about and manage our feelings and states
Easy Language
Visual Structure
Systematic
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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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Goals of TheCurriculum
• 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… • More Independent Regulation!
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Four ZONES used to describe: WHAT WE ARE FEELING ON THE INSIDE
• Feelings• Energy• Level of arousal
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BLUE ZONERest/Re-Energize
• Low state of alertness and energy
• Down feelings• May feel:– Sad– Sick– Tired– Bored
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GREEN ZONEGood to Go
• Calm and organized state of alertness
• Neutral emotions• May feel:– Happy– Content– Focused– Ready to learn
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
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
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Red Zone is NOT the “Bad Zone”
24This Photo by Unknown Author is licensed under CC BY-NC-SA
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
How are you Feeling?
What Zone Are You In?
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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)
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Zones Equation
Feeling
State
Zone
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Trigger
Do I need to manage my
Zone?
Expected for situation and demands. Will
behavior accomplishing goals
and tasks?
Or will behavior create uncomfortable feelings in others and
interferes with personal goals and/or
task demands?
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Behavior Does Not Equal 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
Graphic credit to Attention Magazine, Oct. 2012
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Navigating The Zones andAdvanced Pack
Teaching Pathways to Regulation
Created by Leah Kuypers, Terri Rossman and Elizabeth Sautter
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Important Points• There is no “bad” zone• Natural to experience all four
zones • Learn to manage zone
according to goals, social context & demands
• Some emotions can fall in more than 1 zone
• Can be in more than 1 zone at a time
• Create a supportive culture
This Photo by Unknown Author is licensed under CC BY-NC-SA
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Scope of Full Curriculum
Found on Page 18-19 in The Zones of Regulation curriculum
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Set Up:
• Create folders• Send home:– Information
about The Zones (Reproducible A)
– The Zones Glossary (Reproducible B)
– Refrigerator Visual (Reproducible E)
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Introducing The Zones To StudentsStart with Lesson 1
• Become familiar with The Zones
• Increase emotions vocabulary
• Increase recognition of facial expressions
Consider physical space and time in schedules
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
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Zones Collage
File of Google Images available on Facebook Group:The Zones of Regulation In Action
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Zones Visual for Older Grades
Picture and idea by www.schoolcounselingfiles.com
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
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?”
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Identifying Emotions and Zones in Characters
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Mindwings Concepts
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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
39https://www.pinterest.com/elizasautter/video-clips/
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
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
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Popsicle Stick Check-In41
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Visuals for Students to Check-In
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Adapting for a lower functioning or preschool population
Communication Board
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Self-Monitoring and Non-Verbal Communication
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The Zones in Me-Lesson 4
• Students learn to ID Zones in themselves
• Learn it is natural to experience all of the Zones
• Increase awareness on how external factors impact their Zone
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Use Apps (Pic Collage) and games to Teach Emotions and Zones
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Me in My ZonesLearning to ID Zones in Self
Me in the
2nd Grade Student
Lesson 6
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Lesson 6
• Completed during written expression
• Addressed labeling and identifying feelings
Contributed by: Stephanie Murphy @MrsMurphy_Lasso
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Lesson 8-9 My Zones Across the Day and Triggers
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Uncomfortable Thoughts
Good Thoughts
Graphing My Zones with Perspective Taking
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Zones of Regulation: Exploring Emotions App
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
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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
future53
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Caution! Triggers Ahead
• Recognize personal triggers
• Work to problem solve triggers
• Build foresight and perspective taking
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
What are your
Triggers?
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Lesson 10-12: Developing Tools
• Some are cognitive in nature and may not be applicable to preschool/lower-functioning students
• Model the tools and language yourself• May not see students “using” the tool but you
may hear it in their communication to others or reflective in their actions– “You can go first, it’s only a small problem”– “You can have it, I can be flexible”– “How about …” (problem solving and offering
solutions)
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Understanding S Toolshelp wake up our bodies,
feel better, 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.
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Exploring Various Types of Tools
Top-down looking to catch the
thought
Bottom-up toolsOrganize your
sensory system Integrate the Mind and Body
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Build Insight Into the Impact of EACH Tool on Brain and Body
• Notice how each tool affects oneself
• Match tools to the zone/zones it helps to regulate
• Use tool worksheet to reflect• Tool of the Week• Tools need to become second
nature
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Practice Tool, Then Reflect
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Self-Reflection on Tools
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Make Sure Foundational Needs Are Met
Exercise/Play
Food
Sleep
Water
Love/Security62
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Alternative Seating Options
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
This Photo by Unknown Author is licensed under CC BY-SA
Green Zone Tools for aa Sensory Friendly
Classroom• Fidgets and adaptive seating
options available• Noise blocking
headphones/visual screens• Movement breaks integrated
into schedule• Calming Corner (lower light,
decreased visual and auditory)
• “Fair is not Equal” lesson
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Regulation Stationsteachinginprogress.blogspot.com kinderfriends.comhttp://ana-white.com/2011/06/
easy-kids-tent-reading-nook
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Tools & Accommodations to Support Whole Body Listening
•Think about speaker
•Limit distractions
•Look toward speaker
•Limit distractions and
visual clutter
•Think about the
feelings of others
•Use supportive and friendly comments
•Theraband around
legs of chair
•Cross or sit on your feet
•Explore proper seating
•Limit auditory distractions
•Use of amplifier or noise
blocking headphones
•Pause and think before you
speak
•Chew Gum, crunchy food.•Drink water-try using a straw
•Use a fidget or doodle
•Squeeze hands together
•Sit on hands or put in pocket
•Explore sensory strategies
and exercises
•Deep breathing•Adaptive seating options
•Lap pad or pressure vest
66Kuypers and Sautter, 2012
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Breathing Techniques
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Interactive Tools on The Zones of Regulation App
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Size of the Problem• Big picture thinking and objectivity• Perspective taking• Egocentric versus exocentric application
Michelle Garcia Winner, 2005 www.socialthinking.com
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
5th Grade HallwayContributed by @Ausomelearners
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The Inner Coach vs. The Inner CriticHelp 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
bubbles71
Problem
Solving
with
Stop,
Opt
and Go
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
The Toolbox
• Understand they can engage in different strategies to manage zone when needed
• Display in places where students frequently view
• Give copy to all supporting student
• Lesson 13
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• Choice board • Glue vs. Velcro• Geared for
non-readers• Simplify as
needed• Lesson 13
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Chain on More Feelings or Tools as Student Demonstrates Awareness
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in theI can try
ZONEoror
I feel
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in the I can try
ZONE
ZONE
ZONE
I feel
ZONE
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We All Work on Self-Regulation…
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Consider your tools that help
you self-regulate:
• Sensory supports– Exercise, oral, fidgets, music
• Emotional Regulation– Calming strategies
• Executive Functioning– Organization strategies– Thinking strategies
• Social– Connecting– Getting support
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Tracking My Tools
• Increase use of tools• Built in self-monitoring• Awareness of which
tools are most effective• Reinforce giving tools a
try• Build internal
motivation
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Learning to use our tools as soon as we move into the
less regulated states.81
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Stop and Use a Tool
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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)?
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Tips for Handling the Red Zone
• Pre-teach Red Zone tools• Create a safe spot• Safety is first priority• Limit verbals• This is not a teachable moment• Validate the student’s feelings • Give them time and space• Process later using STOP, OPT and
GO Solution Finder (Reproducible GG)84– Siegel and Byrson
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Managing the Red Zone
• Video Model-student pretending to be in Red Zone and demonstrating how to use tool review often
• Use a Social Story or simple PowerPoint for student to view on Red Zone feelings and how to regulate
-Carol Gray85
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Ideas to Support Kids Who Show Resistance
• Take time to build rapport• Collaborative & Proactive Solutions • Ask them, “ What is working for you? What
isn’t?”• Take out the Zones language• Back off the Zones for awhile, build skills in
supporting areas• Social Behavior Maps (Michelle Garcia Winner,
2005 www.socialthinking.com)86
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• Ask for a “try In” vs. a “buy
in”
• Point out expected times in the Blue, Yellow and Red
Zone
• Throw yourself under the
bus: Talk about all your
unexpected and expected red
zones moments and how you
handled them87
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Working as a Multi-Disciplinary Team• We 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 88
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–Counselors/Social Workers: Bridge between Sp. Ed. & Reg. Ed, individual intensive instruction–Early Childhood Educators:
Daily support, adapting for younger children, play-based–Administration: Leadership,
creating the culture –Parents: Invaluable
knowledge on student, assist in carryover in home and community 89
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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
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
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?
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What Our Role Can Look Like:
School Wide
• Work with admin to discover needs
• In-service/educate ALL staff on concepts and strategies to enhance the social emotional skills of all students
• Create a zones leadership group and plan for implementation
• Provide resources and consultation for staff 92
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School Wide Considerations
(con’t)• Send out tool or emotion
of the week • Find volunteers to make
visuals• Accessing grants for
funding• Help to foster a supportive
culture with common language
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Interoception (Mahler) and the Zones of Regulation
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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
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Interactive Learning Board
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Zones Book and Written Expression
97Idea and Pictures by Julie McKenzie Brizes
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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
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What Our Role Can Look Like: Supporting Parents/Caregivers
• Home and Community– Assist in carry-over between
home/community/school environment
– Use for parent/caregiver education
– Resources for caregivers, coaches, neighbors
– Use for in home therapy or community skill building
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By Elizabeth Sautter
www.MakeSocialLearningStick.com
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Take Homes
• It is natural to experience all the Zones • Take it slow and steady • Create a culture of understanding and
acceptance• Use proactively: Teach… practice… reflect• Incorporate tool practice into daily routine
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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
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This Photo by Unknown Author is licensed under CC BY-SA
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
Find The on the Web
www.zonesofregulation.com-Training info & schedule-Products-Articles and Evidence-Free Resources-Newsletter Sign-up
Facebook: Zones of Regulation (Info)Zones of Regulation in Action (group forum)
Twitter: @zonesofreg#zonesofregulation
Pinterest: www.pinterest.com/zonesofreg
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Purchasing Book & Posters
Exclusive seller of Zones of Regulation Curriculum Book and Posters
www.socialthinking.com
Purchasing Book & Posters
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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
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
• www.zonesofregulation.com• www.5pointscale.com• www.socialthinking.com• www.efpractice.com (Sarah Ward)• www.rti4success.org• www.livesinthebalance.org (Ross Greene)• www.jillkuzma.wordpress.com• www.kimochis.com• www.mscd.edu/extendedcampus/toolsofthemind/• www.thegraycenter.org (Social Stories)• www.spdfoundation.net• www.braingym.org• www.autisminternetmodules.org• www.alertprogram.com• www.yogacalm.org• www.pandasnetwork.org
Useful Websites…
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There’s An App for That
Social• 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 Buddy
Brain/body/wellness/sensory• More Water • Waterlogged
• Buddhify • Pocket pond
Communication with Teachers • Class dojo Regulation
• The Zones of Regulation• Stop Breathe and Think
Emotions• Emotions by Avokiddo• Emotionary
Brain Information• 3D Brain
Journaling or creating story narratives• Book Creator
• My Story Book
Creator for Kids• Toontastic
• Script designerTimers• 30/30
• 360 Thinking
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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
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Spring 2020The Zones of Regulation®
www.zonesofregulation.com Copyright Leah Kuypers, 2018
References and ResourcesAmen, D. (1998). Change your brain, change your life.
Ayres, A. J. (1972). Sensory integration and the child.
Barkley, 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
Greenspan, S. (1997). Infancy and early childhood- The practice of clinical assessment and intervention with emotional and developmental challenges.
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Greenspan, S. (1997). Infancy and early childhood- The practice of clinical assessment and intervention with emotional and developmental challenges.
Kopp, C. (1982) Antecedents of self-regulation: A developmental Perspective
Kuypers, L. M., (2011). The zones of regulation: A curriculum designed to foster self-regulation and emotional control.
Leibermann, D., Giesbrecht, G.F., & Muller, U. (2007). Cognitive and emotional aspects of
self-regulation in preschools. Cognitive Development, 22(4), 511-529.
Madrigal, S. & Winner, M. G., (2008). Superflex: A superhero social thinking curriculum.
Miller, L. J. (2006). Sensational kids.
Myles, B. S., Cook, K. T., Miller, N. E., Rinner, L., & Robbins, L. A. (2000). Asperger syndrome and sensory issues.
Prizant, B., Wetherby, A., Rubin, E., Laurent, A.,& Rydell, P, (2006). The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders.
Sautter, E. & Wilson, K., (2011). Whole body listening Larry at school/home.
Siegal, D. & Byson, T. P. (2011). The whole-brain child.
Williams, M. S. & Shellenberger, S. (1994). “How does your engine run?” A leader’s guide to the alert program for self-regulation.
Winner, M. G., (2005). Think social! A social thinking curriculum for school-age students.
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