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

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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:

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

3  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?

4  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?

5  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:

6  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

7  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

8 PROGRAMS AT ROBINSON  The Alert Program  Zones of Regulation

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

10 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.

11 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.

12 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

13 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

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15 TOO LOW CAR JUST RIGHT CAR TOO HIGH CAR

16 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

17 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

18  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

19  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

20  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

21  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

22  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

23  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

24 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

25 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

26 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

27 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

28 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

29 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

30 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

31 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

32 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

33 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

34 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

35 The ZONES of Regulation

36 Zones/Alert Combo

37 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

38 Zones of Regulation

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44 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

45 Strategies

46 Stress & Feeling Regulation Strategies

47  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

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49 Test Test Taking The Incredible 5 Pt. Scale

50 Worry/Feeling Book Schedule Worry Time

51 Worry Stones Worry Dolls

52 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?

53 Breathing

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55 The Incredible 5-Pt Scale Feelings

56 When my work is hard and I get frustrated, I can: Sample student chart Arm squeezes Take think time Neck stretchesDo my work

57 Classroom Lessons

58 Think CAPS – Grade 2 Conflict Resolution

59 Think CAPS COOLING OFF STRATEGIES

60 Zones of Regulation - Pre First

61  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

62  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

63  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

64 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

65 Questions

66  But Me Wait But Me Wait Sesame Street

67  THE WAITING SONG SONGAMES CD

68 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

69 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.

70 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.

71 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

72 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


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