Presentation on theme: "A Robinson School parent workshop presented by: Coleen Noble, OTR/L Mary Terrio, MA 2, 4, 6, 8 ---This is How We Regulate!!"— Presentation transcript:
A Robinson School parent workshop presented by: Coleen Noble, OTR/L Mary Terrio, MA 2, 4, 6, 8 ---This is How We Regulate!!
The ability to manage and direct one’s own physical states, feelings, thoughts, and actions in healthy, pro-active ways to be successful across several domains of life. It is universal…a set of skills everyone needs for success. Also called self-control, emotion regulation, coping, impulse control, executive function, etc. What is Self-Regulation?
Directly related to success in learning, academic performance, social interaction, overall health, safety and more. Is critical for success in school, work, and life A better predictor of academic success than IQ. Correlates highly with longevity and happiness Why is Self-Regulation Important?
Identify one’s physical state to be able to then calm or arouse one’s body and physical state Identify, express and manage one’s feelings in an age appropriate and healthy ways Manage one’s thoughts and engage in cognitive processes such as problem solving and academic learning Self-Regulation requires the skills and ability to:
Self-regulation skills can be taught. Overall, children learn self-regulation by observing how others, especially significant adults regulated themselves. Self-regulation skills develop gradually, so it is important that adults hold developmentally appropriate expectations for children’s behavior. Some children need direct instruction and practice to learn these skills. Teaching Self-Regulation Skills
Natural process of the maturing nervous system The ability to appropriately grade one’s responses to sensory stimuli To react to the environment without over or under-respond to stimuli Sensory Processing/Modulation
PROGRAMS AT ROBINSON The Alert Program Zones of Regulation
How Does Your Engine Run The Alert Program for Self- Regulation Developed by Mary Sue Williams, OTR/L Sherry Shellenberger, OTR/L
The Alert Program The “Alert Program” is based on the principals of Sensory Integration. The “Alert Program” helps children who are typically developing, as well as children who experience differences in sensory integration, including the ability to take in and make sense out of daily sensory experiences.
Self Regulation Terms Arousal (alertness): state of the nervous system and the readiness for one to attend, concentrate, and complete a task. Self Regulation: ability to attain, maintain, and change one’s arousal level as needed for a task or activity.
The Alert Program Stages Stage One: Identifying Engine Needs Learn to label engine levels- high, low, just right Stage Two: Experimenting with Methods to Change Engine Speeds Stage Three: Regulating Engine Speeds Students chose strategies
Stage One Identifying Engine Needs Students learn the words needed to understand the program -- High - over excited, wild, out-of- control -- Low - couch potato, sluggish -- Just Right - easy to learn, play, get along with friends and have fun
TOO LOW CAR JUST RIGHT CAR TOO HIGH CAR
Stages Two and Three Experimenting with Methods to Change Engine Speeds Students are taught sensorimotor activities which can help to change engine levels Adult helps students identify sensorimotor preferences Students try various strategies with adult support
As adults, we employ techniques throughout our day to help us navigate our daily challenges. These strategies are used without our “thinking” about their need. They help us either to increase or decrease our state of alertness. What may be alerting for one person may not have the same effect on another person. We are all individuals and our nervous systems react uniquely to environment. Sensory Motor Preferences for Adults
Oral Motor Input— put something in mouth Vestibular & Proprioceptive – move Tactile Input – touch Visual Input – look Auditory Input – listen Five Ways to Influence Our Systems
Something you do: blow, suck, bite, chew Feel or taste: resistance when biting/chewing, sour, sweet, salty, temperature of food Item itself: straw, whistle, water bottle, gum ADULT ACTIONS: chew gum, suck on hard candy, drink coffee or soda, nail bite, smoke cigarettes, chew on cheeks/lips, drink something cold or hot, breathe slowly and deeply, eat snacks which could be crunchy, sour, chewy, whistle ORAL
Up and down Front and back Circles Upside down Heavy work ADULT ACTIONS: rock or swivel in a chair, cross legs and swing one leg, tip a chair back, tap feet, fingers, or pencil, “doodle” while talking or listening, work out, run/jog, stretch, moving furniture, carrying groceries, skiing, MOVEMENT
Temperature Variables Light Touch: Deep touch ADULT ACTIONS: fidget with small items (paperclip, pen cover, earring, necklace), petting dog/cat, get a massage, twist hair, warm bath/cool shower, rub clothing or skin, bear hug with a close friend, heavy quilt TACTILE/TOUCH
Lighting Colors Visual Distractions ADULT ACTIONS: lighting can be natural or florescent, adjust lighting: dimmer switch or window shades, watch a fireplace or fish tank, organize a cluttered area/desk, wear eye mask at night, wall hangings, VISUAL
Noise Level Background Distractions: ADULT ACTIONS: listen to music (jazz, classical), suing/hum to self, working in quiet/noisy room, talk to yourself, reactions to noises such as fire alarms, tic tock of a clock, hum of an air conditioner, dogs barking, ocean waves, birds singing early in the morning… AUDITORY
CLASSROOM AIDS MOVEMENT Paper Passer or errands to office Seat cushions Weighted lap pads Theraband or “Deskercizer” around base of desk to push on with feet Work bin positioned for movement (bend, twist, move) Students can walk up and down stairs
HOME IDEAS FOR MOVEMENT MOVEMENT VESTIBULAR CALMING Swing on swings/hammock Rock slowly on rocking chair Roll over ball Take a break and do an errand ALERTING Bounce on a ball Jump on trampoline Do jumping jacks, skip, twirl, somersaults Hang upside down on jungle gym Crawl under tables, through tunnels Dance to music
HOME IDEAS FOR MOVEMENT MOVEMENT HEAVY WORK CALMING Carry grocery bags Move furniture Vacuum floors Shovel snow Wear a weighted back pack Carry books Perform isometric palm pushes ALERTING Jumping into couch pillows Wheelbarrow walk Exercise with weights Dance Erase the board Climb stairs Hike
CLASSROOM AIDS - CONTINUED TACTILE/TOUCH Position in Line – first or last Preferential seating --back row to avoid students in back of him/her --desk on an end to have more room on one side Use of thinking tools/fidgets
HOME IDEAS FOR TOUCH TOUCH CALMING Weighted lap pads or vests Under-Armour clothing Theraputty Rice bin with hidden objects Heavy quilt or weighted blankets Flannel sheets Seamless socks Tagless shirts Rub lotion on skin Warm bath ALERTING Tickle to palm of hand Light touch to lips Fidget with items Cold water to face
CLASSROOM AIDS - CONTINUED VISUAL Use of colors- highlight important information in bold color Limit visual distractions- minimize wall hangings/charts, keep area work space free from clutter Use of place marker for reading/copying Use of study carrol or privacy boards
HOME IDEAS FOR VISUAL INPUT VISUAL CALMING Soft lights or dim lights Pastel colors Clear desk of clutter Wear sunglasses ALERTING Bright colors or lights Highlight important information Block out areas of busy papers
CLASSROOM AIDS -CONTINUED AUDITORY Avoid sitting child near heating or cooling systems Use of music- fast or slow paced Use of noise blocking headphones Tubes for channeling sound (read to self) Sitting at back of room for assemblies
HOME IDEAS FOR AUDITORY AUDITORY CALMING Play quiet music with slow beat Use headphones to deaden noise Cover ears when unexpected, loud noise occurs ALERTING Play music with fast or uneven beat Advance notice of loud noise Speak with animated voice Exposure to sound emitting toys and environments
CLASSROOM AIDS - CONTINUED ORAL Chewing gum- with parental permission Crunchy or chewy snacks Sour snacks or drinks for alerting Thin straws for drinking juice/milk Chewelry
HOME IDEAS FOR ORAL INPUT ORAL CALMING Drink warm liquids Suck liquids through coffee stirrer Eat yogurt through straw Drink from sports bottle Chew or suck on mild flavored foods or candy Mouth chewelry : bracelet or necklace ALERTING Eat crunchy, chewy, salty foods such as pretzels, fruit roll ups, carrot sticks, beef jerky, soft pretzels Eat sour foods such as lemonade, sour patch kids candy Chew bubble gum Drink cold liquids or popsicles
The ZONES of Regulation
Steps for learning Learning the physical states, related feelings and management strategies Identifying triggers Identifying and practicing 2-3 strategies to help us return to the green zone from the blue, yellow and red zones Making use of a strategy in the moment The ZONES of Regulation
Zones of Regulation
Tools Taught Sensory StrategiesCalming Techniques Thinking Strategies Drink Bathroom Wall push-up Palm press or tickles Wiggle cushion Lap pad Worry stone Clay Ball chair Chair push-ups Movement break Arm squeezes Deep breathing Worry dolls Tense and relaxing muscles Worry stones Worry/feeling book Counting to 10 Asking for help Self-talk Thinking good thoughts Use your imagination Big problem vs. little problem, Brain break I-messages Talk about it 5 Pt. Scale
Stress & Feeling Regulation Strategies
Helps make a behaviors and emotions more concrete for the child. Simplifies language, breaks down unclear concepts Helps the child learn that behaviors or emotions occur on a continuum of severity and can differ by degree ( scale from 1 to 5) Helps the child understand varying perspective with regards to behavior and feelings. The Incredible 5-Pt Scale
Test Test Taking The Incredible 5 Pt. Scale
Worry/Feeling Book Schedule Worry Time
Worry Stones Worry Dolls
Talk to Yourself Be Your Own Coach What can I do to return to the green zone? Am I running low, high or just right?
The Incredible 5-Pt Scale Feelings
When my work is hard and I get frustrated, I can: Sample student chart Arm squeezes Take think time Neck stretchesDo my work
Think CAPS – Grade 2 Conflict Resolution
Think CAPS COOLING OFF STRATEGIES
Zones of Regulation - Pre First
Use the Language of the Alert and Zones programs. Talk about what zone or physical state is expected for a situation or unexpected. Modeling - Parents are the most powerful model for children. Promote healthy self-regulation and self-care. You can Think Outloud and model using strategies. What Parents Can Do
Share your observations of your child’s physical and emotional states. Help your child to identify triggers. Assist your child with identifying the strategies that work for him or her and encourage their use. Praise your child’s effort. Remember learning these skills is a process. It takes time and encouragement. What Parents Can Do
Exercise and play Healthy food and hydration Cutting activities (reduce over-scheduling) Provide routines and predictability Monitor TV viewing and screen time Don’t over-protect…help them to become problem solvers Children need sleep! What Parents Can Do
Teach and play games that foster self-regulation. Children learn: o Red Light, Green Light – pay attention, follow directions and wait their turn o Simon Says - listen carefully, pay attention and follow directions o Hide n’ Seek - wait patiently and quietly o Role Playing – provides opportunity to think about other choices and not respond impulsively. Make the games more challenging by changing the rules. What Parents Can Do
But Me Wait But Me Wait Sesame Street
THE WAITING SONG SONGAMES CD
PLEASE CHECK OUT THE RESOURCE TABLE: O Home Activities O Books O Music O Resources for Supplies O Items used in school you can try out O Take home bag with sensory items
Resources O Chapin, Brad & Matthew Penner. Helping Young People Learn Self-Regulation. Youth Light, Inc., O Cookie Crumbly O Kuypers, Leah. The Zones of Regulation: A Curriculum Designed to Foster Self-Regulation and Emotional Control. San Jose, CA: Social Thinking Publishing, O Luby, Thia. Children’s Book of Yoga. Sante Fe: Clear Light, 1998.
Resources con’t Taffel, Ron. Nurturing Good Children Now. New York: Golden Books Publishing, Trivell, Lisa. I Can’t Believe It’s Yoga for Kids. New York: Hatherleigh p/getfitnow.com, Williams, Mary Sue & Sherry Shellenberger. How Does Your Engine Run: The Alert Program for Self Regulation. MSPP Interface is a community resource for Westford parents. It provides information referral for mental health or behavioral concerns.
Resources con’t --Sensational Kids: Hope and Help for Children with Sensory Processing Disorder (SPD), by Lucy Jane Miller, 2006, NY Putnam & Sons --Building Bridges Through Sensory Integration, by Yack, Aquilla, Sutton, 2002, Future Horizons, Inc Sensory Parenting: From Newborns to Toddlers, by collins and Olson, Songames for Sensory Processing, audio disc by Lande,, Wiz, Hickman, and Friends
Resources con’t --www.SensoryWorld.com --www.therapro.com --www.alertprogram.com --www.SmartKnitKids.com –seemless clothing and other accessories --www.Portableparenting.com- apps for Iphone