1. Promoting Self-regulation (an introduction) http://behavioursupports.wikispaces.com

2. What is it? Self-Regulation is the ability to do what needs to be done to be in the optimal state (physically and emotionally) for the given situation. This includes regulating ones sensory needs, emotions and impulses to meet the demands of the environment, reach ones goals and behave in a socially appropriate way. Source/More Information: “The Zones of Regulation” (Kuypers)(Kuypers) The Zones of Regulation WebsiteWebsite

3. Key points about self-regulation Everyone is continuously working at self-regulation. It is a human need. Many of us can recognize when we are less regulated, and take actions to feel better. (some actions are more positive choices than others).

4. However, some struggle with one or both of the following: Recognizing their level of alertness and emotion Using strategies appropriately to adjust that level

5. Coffee Anyone? We all have comfort items or routines that we consider necessary for regulating ourselves. What routines, habits, and strategies do you use?

6. Three Key Components (self-regulation) 1. Regulating Sensory Needs 2. Regulating Impulses 3. Regulating Emotions

7. The Bottom Line Everyone must regulate their body and emotions. Some kids (and adults) are better at it than others. We can teach students (and ourselves) to be better at recognizing and responding to physical and emotional states. The Zones of Regulation is one example of a resource for teaching these skills.

8. Zones of Regulation Basic Summary Visual Representation of Four Zones: The zones provide a tangible reference to categorize levels of alertness, ranging from blue (low alertness, lethargic) to red (extremely heightened alertness, such as anger). Develop Strategies: Students learn to use individualized strategies to return to and/or stay in the optimal level of alertness for the required task. Source/More Information: “The Zones of Regulation” (Kuypers)(Kuypers) The Zones of Regulation WebsiteWebsite

9. Zones of Regulation Major Benefits: Since all people use strategies for self-regulation it can be used as a whole-class resource and lends itself to individualization. Easy to use and encourages a healthy perspective on differing regulation needs. Students also gain an increased vocabulary of emotional terms, skills in reading other people’s facial expressions, perspective about how others see and react to their behavior, insight into events that trigger their behavior, calming and alerting strategies, and problem solving skills. Source/More Information: “The Zones of Regulation” (Kuypers)(Kuypers) The Zones of Regulation WebsiteWebsite

10. Self-Regulation Manage behaviour and emotions. Modulate responses to the world around them. Move from external to internal controls. Modify behaviour to the situation.

11. The Blue Zone The Blue Zone is used to describe low states of alertness, such as when a person is feeling: o Sad o Tired o Sick o Bored o Lonely

12. The Green Zone The Green Zone is used to describe a regulated state of alertness. A person may be described as: o Calm o Happy o Focused o Content o Satisfied

13. The Yellow Zone The Yellow Zone is used to describe a heightened state of alertness. A person has some control. A person may be described as: o Stressed o Frustrated o Anxious o Excited o Silly o Nervous o Confused

14. The Red Zone The Red Zone is used to describe extremely heighted states of alertness or very intense feelings. A person may be experiencing: o Anger o Rage o Explosive behaviour o Panic o Terror o Elation A person in the Red Zone may be “out of control”.

15. The Book 18 lessons focussed on teaching fundamental regulation skills. Activities are broken up by age group (very flexible). Integrates Garcia-Winner’s Social Thinking concepts.Social Thinking CD has pdf copies of the sheets available in the book. Can be borrowed through the Central Resource Center.Central Resource Center

16. The Essentials 1. Common language is important: Talk about the concepts of The Zones as they apply to you in a variety of environments, throughout the day. Talk about what zone is “expected” in the situation or how a zone may have been “unexpected.” 2. Emphasize that regulation is for everyone: Make it clear that we all experience the different zones and use strategies to control (or regulate) ourselves. For example, “This is really frustrating me and making me go into the Yellow Zone. I need to use a tool to calm down. I will take some deep breaths.”

17. The Essentials 3. Incorporate social thinking:social thinking Share with the student how his or her behavior is affecting the zone you are in and how you feel. 4. Individualize and support: Show interest in learning about the student’s triggers and Zones tools. Ask the student if he or she wants reminders to use these tools and how you should present these reminders.

18. The Essentials 5. Review and encourage independence: Ask the student to frequently share his or her Zones Folder with you and talk about what he or she has learned. Role Play so that strategies can eventually be used independently 6. Do not allow the zones to degenerate into a warning system: Make sure you frequently reinforce the student for being in the expected zone rather than only pointing out when his or her zone is unexpected. It is an essential point that everyone experiences all of the zones— the Red and Yellow Zones are not the “bad” or “naughty” zones. All of the zones are expected at one time or another. The Zones of Regulation is intended to be neutral and not communicate judgment.

19. The Essentials Maladaptive behaviour stems from an inability to cope in adaptive ways to a stressor that outstrips your capacity (Kuypers). (Kuypers) As Dr. Ross Greene would put it, ‘Kids do well if they can’.‘Kids do well if they can’

20. A few examples…

21. Source/More Information: “The Zones of Regulation” (Kuypers)(Kuypers) The Zones of Regulation WebsiteWebsite

22. Source/More Information: “The Zones of Regulation” (Kuypers)(Kuypers) The Zones of Regulation WebsiteWebsite

23. Source/More Information: “The Zones of Regulation” (Kuypers)(Kuypers) The Zones of Regulation WebsiteWebsite

24. Source/More Information: “The Zones of Regulation” (Kuypers)(Kuypers) The Zones of Regulation WebsiteWebsite

25. Source/More Information: “The Zones of Regulation” (Kuypers)(Kuypers) The Zones of Regulation WebsiteWebsite

26. Social Thinking (Garcia-Winner)Garcia-Winner Basic Summary Social Thinking: recognizing that people have thoughts about other people, and those thoughts affect interactions. Several Books Available: A number of resources related to Perspective Taking, understanding Expected and Unexpected Behaviors, developing and using one’s ‘social filter’, problem solving and thinking flexibly.

27. Social Thinking (Garcia-Winner)Garcia-Winner Social Thinking concepts are incorporated into the larger idea of regulating behaviour in The Zones of Regulation. Resources: Many resources available through the Central Resource Center.Central Resource Center Michelle Garcia-Winner’s Social Thinking WebsiteWebsite Jill Kuzma’s social and emotional skills BlogBlog

28. Resources of Interest Most available through the Central Resource CenterCentral Resource Center