Presentation on theme: "2, 4, 6, 8 ---This is How We Regulate!!"— Presentation transcript:
12, 4, 6, 8 ---This is How We Regulate!! A Robinson School parent workshop presented by: Coleen Noble, OTR/L Mary Terrio, MA
2What 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 ORSTRESSED OUT. HOW WE HANDLE DAILY SITUATIONS IS A REFLECTION OF SELF-REGULATION.
3Why 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 lifeA better predictor of academic success than IQ.Correlates highly with longevity and happinessTHINK 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 THOSEAROUND 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 successCorrelates 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)
4Self-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 stateIdentify, express and manage one’s feelings in an age appropriate and healthy waysManage one’s thoughts and engage in cognitive processes such as problem solving and academic learning
5Teaching 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 VERYSTRESSFUL 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 TOTOLERATE 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 WAYSTO 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 CCHILDREN ON HOW WE HANDLE OUR EMOTIONS AND AROUSAL LEVELS
6Sensory Processing/Modulation Natural process of the maturing nervous systemThe ability to appropriately grade one’s responses to sensory stimuliTo react to the environment without over or under-respond to stimuliGONE 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 TOTAKE 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 ALLIS SAFE, ONE BEGINS TO TOLERATE THE NOISE BETTER AND RESPOND IN EXPECTED WAYS.
7PROGRAMS AT ROBINSONThe Alert ProgramZones of Regulation
8How Does Your Engine Run The Alert Program for Self-Regulation Developed byMary Sue Williams, OTR/LSherry Shellenberger, OTR/L
9The Alert ProgramThe “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.
10Self Regulation TermsArousal (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 ISSELF REGULATION
11The Alert Program Stages Stage One: Identifying Engine NeedsLearn to label engine levels- high, low, just rightStage Two: Experimenting with Methods to Change Engine SpeedsStage Three: Regulating Engine SpeedsStudents chose strategies
12Stage 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
15Stages Two and Three Experimenting with Methods to Change Engine Speeds Students are taught sensorimotor activities which can help to change engine levelsAdult helps students identify sensorimotor preferencesStudents try various strategies with adult support
16Sensory 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.
17Five Ways to Influence Our Systems Oral Motor Input— put something in mouthVestibular & Proprioceptive – moveTactile Input – touchVisual Input – lookAuditory Input – listenDRIVING TO PENNSYLVANIA” LOVE THE SOLITUDE WITH NO KIDS BUGGING ME. BUT I CAN BECOME TIRED….I NEED TO EMPLOY ALERTING STRATEGIES…TACTILE-AIRCONDITIONER….AUDITORY ..FAVORITE MUSIC AND MY BAD SINGING ALONG…ORAL…EATING SNACKS MOVEMENT…BE BOPPING ALONG TO FAST PACED MUSIC
18ORAL Something you do: blow, suck, bite, chew Feel or taste: resistance when biting/chewing, sour, sweet, salty, temperature of foodItem itself: straw, whistle, water bottle, gumADULT 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
19MOVEMENT 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.
20TACTILE/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
21VISUAL 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,
22AUDITORY 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…
23CLASSROOM AIDS MOVEMENT Paper Passer or errands to office Seat cushionsWeighted lap padsTheraband or “Deskercizer” around base of desk to push on with feetWork bin positioned for movement (bend, twist, move)Students can walk up and down stairs
24Home ideas for movement MOVEMENTVESTIBULARCALMING Swing on swings/hammockRock slowly on rocking chairRoll over ballTake a break and do an errandALERTINGBounce on a ballJump on trampolineDo jumping jacks, skip, twirl, somersaultsHang upside down on jungle gymCrawl under tables, through tunnelsDance to music
25Home Ideas for Movement MOVEMENTHEAVY WORKCALMING Carry grocery bagsMove furnitureVacuum floorsShovel snowWear a weighted back packCarry booksPerform isometric palm pushesALERTINGJumping into couch pillowsWheelbarrow walkExercise with weightsDanceErase the boardClimb stairsHike
26Classroom Aids - Continued TACTILE/TOUCHPosition in Line – first or lastPreferential seating--back row to avoid students in back ofhim/her--desk on an end to have more room on onesideUse of thinking tools/fidgetsAS 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 ORSITTING IN CHURCH/MOVIE ETC OR HAVING SOMETHING FOR YOU CHILD TO PLAY WITH WHILE WAITING FOR FOOD AT A RESTAURANT
27Home ideas for touch TOUCH Weighted lap pads or vests CALMINGWeighted lap pads or vestsUnder-Armour clothingTheraputtyRice bin with hidden objectsHeavy quilt or weighted blanketsFlannel sheetsSeamless socksTagless shirtsRub lotion on skinWarm bathALERTINGTickle to palm of handLight touch to lipsFidget with itemsCold water to faceTHE HANDOUT ON THE BACK TABLE HAS INFORMATION ON WEBSITES FOR PURCHASING CLOTHING WHICH IS TAGLESS, SUCH AS SOCKS
28Classroom Aids - Continued VISUALUse of colors- highlight important information in bold colorLimit visual distractions- minimize wall hangings/charts, keep area work space free from clutterUse of place marker for reading/copyingUse of study carrol or privacy boards
29Home ideas for visual input CALMINGSoft lights or dim lightsPastel colorsClear desk of clutterWear sunglassesALERTINGBright colors or lightsHighlight important informationBlock out areas of busy papers
30Classroom Aids -Continued AUDITORYAvoid sitting child near heating or cooling systemsUse of music- fast or slow pacedUse of noise blocking headphonesTubes for channeling sound (read to self)Sitting at back of room for assemblies
31home ideas for auditory CALMINGPlay quiet music with slow beatUse headphones to deaden noiseCover ears when unexpected, loud noise occursALERTINGPlay music with fast or uneven beatAdvance notice of loud noiseSpeak with animated voiceExposure to sound emitting toys and environmentsEXPOSURE CAN HELP YOUR CHILD OVERCOME THE UNCOMFORTABLE FEELINGS ASSOCIATED WITH LOUD NOISES. HAVING YOUR CHILD BE IN CHARGE OF WHEN THE NOISE BEGINS CAN BEHELPFUL SUCH AS WHEN TURNING ON THE VACUUM OR PUSHING THE SMOKE DETECTOR TO BECOME FAMILIAR WITH THAT NOISE.
32Classroom Aids - continued ORALChewing gum- with parental permissionCrunchy or chewy snacksSour snacks or drinks for alertingThin straws for drinking juice/milkChewelryTHROUGH EMOTIONS. IT IS THE ZONES OF REGULATION.
33home ideas for oral input CALMINGDrink warm liquidsSuck liquids through coffee stirrerEat yogurt through strawDrink from sports bottleChew or suck on mild flavored foods or candyMouth chewelry : bracelet or necklaceALERTINGEat crunchy, chewy, salty foods such as pretzels, fruit roll ups, carrot sticks, beef jerky, soft pretzelsEat sour foods such as lemonade, sour patch kids candyChew bubble gumDrink cold liquids or popsiclesTHIS 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 INHAND….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
36The ZONES of Regulation Steps for learningLearning the physical states, related feelings and management strategiesIdentifying triggersIdentifying and practicing 2-3 strategies to help us return to the green zone from the blue, yellow and red zonesMaking use of a strategy in the moment
43Tools Taught Sensory Strategies Calming Techniques Thinking Strategies DrinkBathroomWall push-upPalm press or ticklesWiggle cushionLap padWorry stoneClayBall chairChair push-upsMovement breakArm squeezesDeep breathingWorry dollsTense and relaxing musclesWorry stonesWorry/feeling bookCounting to 10Asking for helpSelf-talkThinking good thoughtsUse your imaginationBig problem vs. little problem, Brain breakI-messagesTalk about it5 Pt. ScaleFrom 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’sDifficulty with self regulation is sensory based or anxiety based or a combination of both.
44StrategiesStrategies listed are focus on the classroom although many could be used outside the classroom.
46The Incredible 5-Pt Scale Helps make a behaviors and emotions more concrete for the child.Simplifies language, breaks down unclear conceptsHelps 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)
49Worry/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 worryand talk about your worry with a trusted adultwithout interruptions.
50Worry 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
51Talk to Yourself Be Your Own Coach Am I running low, high or just right?What can I do to return to the green zone?
54Feelings 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 conceptsHelps 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)
55Sample student chart When my work is hard and I get frustrated, I can: Arm squeezesTake think timeNeck stretchesDo my work
60What 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.
61What 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.
62What Parents Can Do Exercise and play Healthy food and hydration Cutting activities (reduce over-scheduling)Provide routines and predictabilityMonitor TV viewing and screen timeDon’t over-protect…help them to become problem solversChildren 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)
63What Parents Can Do Teach and play games that foster self-regulation. Children learn:Red Light, Green Light – pay attention, follow directions and wait their turnSimon Says - listen carefully, pay attention and follow directionsHide n’ Seek - wait patiently and quietlyRole 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).
67PLEASE CHECK OUT THE RESOURCE TABLE: Home ActivitiesBooksMusicResources for SuppliesItems used in school you can try outTake home bag with sensory items
68ResourcesChapin, Brad & Matthew Penner. Helping Young People Learn Self-Regulation. Youth Light, Inc., 2012.Cookie CrumblyKuypers, 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.
69Resources con’tTaffel, 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.
70Resources 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, IncSensory Parenting: From Newborns to Toddlers, by collins and Olson,Songames for Sensory Processing, audio disc by Lande,, Wiz, Hickman, and Friends
71Resources con’t --www.SensoryWorld.com --www.therapro.com --www.alertprogram.com--www.SmartKnitKids.com –seemless clothing and otheraccessories--www.Portableparenting.com- apps for Iphone