1. 2, 4, 6, 8 ---This is How We Regulate!!
A Robinson School parent workshop presented by: Coleen Noble, OTR/L Mary Terrio, MA

2. What is Self-Regulation?
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.
I AM SURE YOU KNOW SOMEONE WHO YOU REFER TO AS “LAID BACK” OR ALWAYS SEEMS TO GO WITH THE FLOW. OR, YOU MAY KNOW PEOPLE WHO ALWAYS SEEM TO BE WORRIED OR
STRESSED OUT. HOW WE HANDLE DAILY SITUATIONS IS A REFLECTION OF SELF-REGULATION.

3. Why is Self-Regulation Important?
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
THINK ABOUT WHEN YOU ARE FEELING STRESSED AND YOUR RESPONSES TO THOSE AROUND YOU. HOW WE HANDLE OURSELVES IMPACTS HOW WE FEEL AND HOW WE MAY MAKE THOSE
AROUND US FEEL. WHEN YOUR STRESSED, ARE YOU HAPPY??? ARE THOSE WHO MAY BE ON THE RECEIVING END OF YOUR UN-REGULATED RESPONSES FEELING CALM???
Predicts academic (Duckworth & Seligman, 2005) and social success
Correlates highly with longevity and happiness (Grossarth-Maticek & Eysenck, 1995; Moffitt et al., 2011)
(Source: Brad Chapin author of Helping Young People Learn Self-Regulation, 2013)
According to Ellen Galinsky, president and co-founder of the Families and Work Institute and author of Mind in the Making, regulating one’s thinking, emotions, and behavior is critical for success in school, work, and life (2010) (NAEYC Young Children, July 2011)

4. Self-Regulation requires the skills and ability to:
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

5. Teaching Self-Regulation Skills
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.
MAYBE WHEN YOU WERE YOUNGER YOU RESPONDED DIFFFERENTLY TO SOME OF THE SAME TRIGGERS YOU FACE NOW. FOR INSTANCE, WAITING IN LINES AS A YOUNGSTER COULD BE VERY
STRESSFUL AND MAYBE YOU REPSONDED BY CLIMBING STURCUTRES NEARBY, RUNNING AROUND ETC. NOW YOU MAY STILL NOT LIKE TO WAIT IN LINES, BUT YOU HAVE LEARNED HOW TO
TOLERATE IT BETTER THROUGH FINDING MORE ACCEPTABLE MEANS OF DEALING YOUR FEELINGS…READ, USE I-PHONE ETC. WE ALL LEARN AT DIFFERENT RATES AND IN DIFFERENT WAYS
TO HANDLE WHAT LIFE THROWS AT US. BUT WE CAN LEARN TO CHANGE OUR RESPONSES GIVEN TIME, PRACTICE, AND PATIENCE. WE PROVIDE THE BEST SOURCE OF MODELING FOR OUR C
CHILDREN ON HOW WE HANDLE OUR EMOTIONS AND AROUSAL LEVELS

6. Sensory Processing/Modulation
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
GONE ASPECT OF REGULATION IS BEING ABLE TO PROCESS OUR RESPONSES FROM OUR SENSORY SYSTEMS. OUR SENSORY SYSTEMS MATURE OVER TIME FROM INFANCY. WHEN FIRST BORN,
BABIES REACT TO SENSORY INPUT REFLEXIVELY TO HELP ENSURE SURVIVAL….FOR INSTANCE, WHEN BABIES CHEEK ARE TOUCHED, THEY TURN TOWARD IT WITH AN OPEN MOUTH READY TO
TAKE IN NOURISHMENT. WHEN A YOUNGSTER HEARS AN ALARM FOR THE FIRST TIME, HE MAY CRY PUT HANDS OVER HIS EARS. HOWEVER, WITH MORE EXPOSURE AND AWARENESS THAT ALL
IS SAFE, ONE BEGINS TO TOLERATE THE NOISE BETTER AND RESPOND IN EXPECTED WAYS.

7. PROGRAMS AT ROBINSON
The Alert Program
Zones of Regulation

8. How Does Your Engine Run The Alert Program for Self-Regulation
Developed by
Mary Sue Williams, OTR/L
Sherry Shellenberger, OTR/L

9. 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.

10. 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.
THINK ABOUT TIMES WHEN YOU NEED TO ACCOMPLISH A TASK BUT YOU ARE FEELING TIRED OR STRESSED. WHAT ARE THE THINGS YOU DO IN ORDER TO GET THE “JOB” DONE. THAT IS
SELF REGULATION

11. 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

12. 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

14. TOO LOW CAR
JUST RIGHT CAR
TOO HIGH CAR

15. 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

16. Sensory Motor Preferences for Adults
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.

17. Five Ways to Influence Our Systems
Oral Motor Input— put something in mouth
Vestibular & Proprioceptive – move
Tactile Input – touch
Visual Input – look
Auditory Input – listen
DRIVING TO PENNSYLVANIA” LOVE THE SOLITUDE WITH NO KIDS BUGGING ME. BUT I CAN BECOME TIRED….I NEED TO EMPLOY ALERTING STRATEGIES…TACTILE-AIR
CONDITIONER….AUDITORY ..FAVORITE MUSIC AND MY BAD SINGING ALONG…ORAL…EATING SNACKS MOVEMENT…BE BOPPING ALONG TO FAST PACED MUSIC

18. ORAL 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

19. MOVEMENT 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,
HEAVY WORK IS THE MOST POWERFUL OF THE SENSORY INPUT. IT IS ORGANIZING TO OUR SYSTEM AND ITS EFFECTS CAN LAST FOR A COUPLE OF HOURS.

20. TACTILE/TOUCH 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

21. VISUAL 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,

22. AUDITORY 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…

23. 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

24. 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

25. 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

26. 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
AS PARENTS OF MORE THAN ONE CHILD, YOU PROBABLY HAVE ALREADY FIGURED OUT SOME OF THESE SUGGESTIONS, SUCH AS KEEPING THE SIBLINGS APART WHEN WAITING IN LINES OR
SITTING IN CHURCH/MOVIE ETC OR HAVING SOMETHING FOR YOU CHILD TO PLAY WITH WHILE WAITING FOR FOOD AT A RESTAURANT

27. Home ideas for touch TOUCH Weighted lap pads or vests
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
THE HANDOUT ON THE BACK TABLE HAS INFORMATION ON WEBSITES FOR PURCHASING CLOTHING WHICH IS TAGLESS, SUCH AS SOCKS

28. 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

29. Home ideas for visual input
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

30. 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

31. home ideas for 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
EXPOSURE CAN HELP YOUR CHILD OVERCOME THE UNCOMFORTABLE FEELINGS ASSOCIATED WITH LOUD NOISES. HAVING YOUR CHILD BE IN CHARGE OF WHEN THE NOISE BEGINS CAN BE
HELPFUL SUCH AS WHEN TURNING ON THE VACUUM OR PUSHING THE SMOKE DETECTOR TO BECOME FAMILIAR WITH THAT NOISE.

32. 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
THROUGH EMOTIONS. IT IS THE ZONES OF REGULATION.

33. home ideas for oral input
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
THIS PART OF THE PROGRAM HAS COVERED ONLY THE SENSORY NEEDS OF OUR BODIES FOR REGULATING OURSELVES. ALONG WITH THE AROUSAL LEVEL IS SOMETHING THAT GOES HAND IN
HAND….OUR EMOTIONAL STATE OF BEING. MARY TERRIO IS NOW GOING TO INTRODUCE THE SISTER PROGRAM WE USE HERE AT ROBINSON TO HELP STUDENTS UNDERSTAND AND WORK

34. The ZONES of Regulation

35. Zones/Alert Combo

36. 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

37. Zones of Regulation

43. Tools Taught Sensory Strategies Calming 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
From the table you can see the large role that sensory challenges plays in self-regulation. This is especially true at the elementary age. It is often difficult to tease our whether a child’s
Difficulty with self regulation is sensory based or anxiety based or a combination of both.

44. Strategies
Strategies listed are focus on the classroom although many could be used outside the classroom.

45. Stress & Feeling Regulation Strategies

46. The Incredible 5-Pt Scale
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.
What makes you nervous in a situation might not make me feel nervous! (A “3” for you might not be a “3” for me)

48. Test Taking The Incredible
5 Pt. Scale

49. Worry/Feeling Book Schedule Worry Time
Worry book - If a worry pops into your mind, draw or write it down and close the book. Say to yourself, “I don’t need to worry about this anymore. “ You can think or talk about it later.
Worry time - Set up a 15 mins. period/day when you can worry
and talk about your worry with a trusted adult
without interruptions.

50. Worry Dolls Worry Stones
If you have a problem or worry, share it with a worry doll. Before going to bed, tell your worry to your doll, and then place the doll beneath your pillow. While you sleep, the doll will take your worry away.
Rub the stone when you are worried, take a deep belly breath and think, “relax”.
Worry Stones

51. Talk to Yourself Be Your Own Coach
Am I running low, high or just right?
What can I do to return to the green zone?

52. Breathing

54. Feelings The Incredible 5-Pt Scale
Helps make emotion recognition and feeling labels more concrete for the child. Feeling descriptions are coupled with a facial expression.
Simplifies language, breaks down unclear concepts
Helps the child learn that 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 emotion. What makes you nervous in a situation might not make me feel nervous! (A “3” for you might not be a “3” for me)

55. Sample student chart When my work is hard and I get frustrated, I can:
Arm squeezes
Take think time
Neck stretches
Do my work

56. Classroom Lessons

57. Think CAPS – Grade 2
Conflict Resolution

58. Think CAPS
COOLING OFF STRATEGIES

59. Zones of Regulation - Pre First

60. What Parents Can Do 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.
I’m having a difficult time waking up. My engines running low and I’m in the blue zone. I’m going to get a drink then do my stretches to wake up.
I’m so frustrated by this. My engine is running high and I’m in the yellow zone. I’ll take a break and then come back and try again.

61. 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.
Increase your child’s awareness of his or her physical and emotional states by sharing your observation.
Help your child to identify triggers for their feelings and physical states.
Assist your child with identifying the strategies that work for him or her and encourage their use.
Praise the effort invested and be sure praise is sincere and specific.
Remember learning these skills is a process. It takes time and encouragement.

62. 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!
Birth-6 yrs (need hrs of sleep)
6-9 yrs (need 10 hrs of sleep)
10-12 yrs (need 9 hrs)
Adolescence (need 8-9 hrs)

63. What Parents Can Do Teach and play games that foster self-regulation.
Children learn:
Red Light, Green Light – pay attention, follow directions and wait their turn
Simon Says - listen carefully, pay attention and follow directions
Hide n’ Seek - wait patiently and quietly
Role Playing – provides opportunity to think about other choices and not respond impulsively.
Make the games more challenging by changing the rules.
Make the games more challenging by changing the rules. (i.e. Opposite Simon Says).

64. Questions

65. Sesame Street
But Me Wait

66. SONGAMES CD
THE WAITING SONG

67. PLEASE CHECK OUT THE RESOURCE TABLE:
Home Activities
Books
Music
Resources for Supplies
Items used in school you can try out
Take home bag with sensory items

68. Resources
Chapin, Brad & Matthew Penner. Helping Young People Learn Self-Regulation. Youth Light, Inc., 2012.
Cookie Crumbly
Kuypers, Leah. The Zones of Regulation: A Curriculum Designed to Foster Self-Regulation and Emotional Control. San Jose, CA: Social Thinking Publishing, 2011.
Luby, Thia.  Children’s Book of Yoga.  Sante Fe:  Clear Light, 1998.

69. Resources con’t
Taffel, Ron. Nurturing Good Children Now. New York: Golden Books Publishing, 1999.
Trivell, Lisa.  I Can’t Believe It’s Yoga for Kids.  New York:  Hatherleigh p/getfitnow.com, 2000.
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.

70. 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

71. Resources con’t --www.SensoryWorld.com --www.therapro.com--
-- –seemless clothing and other
accessories
-- apps for Iphone