1. EMOTIONAL REGULATION

2. Objectives  Why we’re here?…this is what you requested… 1.Review why social emotional regulation is so important; 2.Introduce the Zone of Regulation as a tool to improve social thinking in your classroom and school 3.Examine options for collecting behavior data over time.

4. An Ounce of Prevention Equals A Pound of Intervention Why is it important to prevent? What skills they need?

5. Why Challenging Students are so Challenging Behavior seems to occur out of the blue Patterns are difficult to see, or appear to change abruptly Behavior challenge seems counterintuitive to potential function We can overestimate a student’s behavioral skills We make assumptions about the student

6. Behavior Traps “I’ve tried everything” “Why Don’t You Act Your Age?” “Nothing motivates him” “There is no pattern” “He behaves this way because he has [insert disability label]” “He is just spoiled” “She knows Better” “He’s just testing me”

7. Accidental Reinforcement

8. Improper Use of Time-Out

9. Repeating Ourselves

10. Taking Away the Thing They Need the Most

11. Picking Up The Rope

12. Common Reactive Questions Questions We Ask StudentsSkills Needed to Do What Teacher Requested Why didn’t student just change behavior on his own (e.g., sit in a different seat or switch seats when another child sat in the seat he wanted) Ability to self-calm, self-regulate, think flexibly Ask the student how she thinks another child felt when she did something to them (e.g., called another student a bad name) Ability to understand another person’s point of view Doesn’t child know they won’t be able to participate in a desired activity based on their poor behavior? Ability to think about consequences of one’s actions

13. Something to Consider: The Human Brain

14. Flipping Your Lid Emotions come from your limbic region. Handling anger, frustration, and fear comes with repetitive actions and maturity. “Flipping your lid” is when the emotions take over your cortex. Young children do not have the capacity yet to control this.

15. Dr. Daniel Siegel

16. Escalating agitation… Vapor lock ROSS GREENE In cars, vapor lock is caused by excessive heat that creates a bubble in the gas line. This prevents gas from flowing to the engine and causes the engine to stall. No matter how many times the driver pushes the pedal or turns the ignition, the car won’t start until it cools down.

17. Escalating agitation… When our students are frustrated and their agitation is growing, they are in vapor lock. Frustration causes a breakdown in the capacity to think clearly, causing him/her to become overwhelmed and irrational.

18. Escalating agitation… No matter how many times the adults reasons, insists, rewards, punishes or whatever, the individual can’t start thinking clearly until someone helps him/her cool down.

19. MELTDOWN Dr. Daniel Goleman, the author of Emotional Intelligence refers to the meltdown phase as “neural hijacking”.

20. Neural Hijacking Limbic system: “We have an emergency!” So, it recruits the rest of the brain to deal with its urgent agenda. Instantaneous Arrives in a surge Overrides the “thinking brain”

21. MELTDOWN Irrational Incoherent Destructive Abusive Out of control = A DEBILITATED STATE

22. Can We Stop Them?

23. Fear of Failure (Robert Kelsey) People respond instinctually to the perceived “emergency” –What happens later…. Reflect and regret? Realize we may have misheard/misunderstood? Feel embarrassed?

24. We Need To Be Reflective… Faster… Focus: Get to the reflective, thoughtful response sooner. Goal: Replace the initial neural hijacking with the more reflective response.

25. -Perspective-

26. After much practice… …we can prevent those inevitable neural hijackings from producing those often awful initial responses…

28. Often they are unable to recognize or articulate their needs. They ‘zone out’ and this places them in emotional and learning jeopardy.

29. ZONES of Regulation A Curriculum Designed To Foster Self-Regulation & Emotional Control

30. Social Emotional Development Social-Emotional Development includes the child’s experience, expression, and management of emotions, as well as the ability to establish positive and rewarding relationships with others. Core Features of Emotional Development Ability to identify and understand one’s own feelings Accurately read and understand emotional states in others Manage strong emotions and their expression in a constructive manner Regulate one’s own behavior Develop empathy for others Establish and maintain relationships

31. Emotional Regulation Emotion Regulation defined : “the process by which individuals influence which emotions they have, when they have them, and how they experience and express these emotions.” (2010 C.L. Scanlon, University of Pittsburg)

32. Emotional Processing Typical Development Able to reflect on their experiences and evaluate them based on social feedback (i.e. read peoples reactions/facial expressions) Able to understand the causes of emotions and evaluate their significance in relation to self and others Able to interpret feelings in complex and subtle ways (i.e. move from ‘angry’ to frustrated, displeased, disappointed, uncomfortable etc.) This is an intuitive process that occurs without conscious effort in most people.

33. Emotional Processing Considerations Requires a conscious effort; is NOT intuitive Basic emotions are sometimes in tact (angry, sad, happy), yet they struggle with more complex emotions (pride, embarrassment, shame) Experience one level of emotions, that is, an intense level (i.e. sadness =tears) Do not understand varying levels of emotions and scenarios (big problems v. little problems and size of their reaction). Children can fluctuate dramatically because of their over responsiveness to stress

34. Common Stressors HOME Sensory (food, haircuts, dentist, clothing, showers) Completing routines (getting ready for school, doing homework, chores) Family Activities (adjusting their agenda and interests with family plans) Physical (hunger, fatigue, illness) SCHOOL Unstructured times (bus, before/after school, transitions, lunch, recess, P.E.) Sensory (crowds, space, noise, lights) Academic (understanding what to do and how to do it, breaking down tasks, writing, organization) Social (turn taking, group work, group discussion, sharing space, making friends) Changes (environmental, schedule, substitutes, transitions)

35. What are the Zones? Exploring the Traffic Signs and the Zone Colors. There are 4 Zones to Describe how your brain and body feel.

36. Zones Blue: Low Alert/ Poor Body Control Green: Neutral, body control –Calm, focused, content Yellow: High alert, some body control –Stress, frustration, anxiety, excitement, silliness, nervousness, confusion, sensory seeking Red: High Alert/intense feelings. Not in control of body –Anger, rage, panic, terror

37. Using the Zones Everyone has times when they are in each of the zones. Zones are not good, bad or naughty Zones tend to match circumstances The goal of the curriculum is to help the students assess where they are and match the environment they are in with effective strategies.

38. BLUE Zone When you’re in the blue zone, your body is running slow, such as when you are tired, slow energy, lethargic, sick, sad or bored.

40. Green Zone The Green Zone, like a green light, is when you are “good to go.” If you are in the Green Zone, you may feel happy, calm, and focused. Controlled response & focused energy

42. Yellow Zone The yellow zone describes when you start to lose control, such as when you are frustrated, overwhelmed, silly, wiggly, excited, worried, anxious or surprised. It is a good idea to use caution when you are in the yellow zone.

44. Red Zone The red zone is reserved for extreme emotions like terror, uncontrolled anger, and aggression. When you are in the Red Zone, you are out of control, have trouble making good decisions, and must STOP.

46. Which ZONE is my class in? Table talk – discuss which zone you are most often in and how this impacts your personal life.

47. Targeting Teaching the Zones Ages and Stages Transitions Life Events

48. How do I teach this??What zone?

49. What Zone? When do we feel this way?

51. What do you think about a person who… Doesn’t make eye contact Fires off an explosive set of expletives in the middle of class Runs around the classroom when the teacher is talking Hides from you Talks on a cellphone while instead of checking you out at the register Blows big gum bubbles and pops them Screams in the hall Doesn’t stop when asked Snaps bubble gum #1

52. Different Ways to Teach Social/Emotional Regulation What are you doing right now? How is it working for you?

55. You see….. He does realize …

56. Books - Primary Identify emotions and which zone they fit into as you read a story.

57. Games- Intermediate Play a game – emotion charades. Students demonstrate the emotion for the class then glue the emotion on the correct zone.

58. First Teach Each Zone, Then…. Emphasize that all zones are appropriate in specific circumstances, but that the GREEN ZONE is the optimal learning zone and the best place to be for most school activities. Moving from identifying zones, to identifying when exhibiting emotions can be expected or unexpected, to choosing to do things to move from one zone to another.

59. Identifying Zones Helping students identify emotions in others can help them be more aware of their own emotions and that everyone experiences the different zones. Before students can correctly identify the zones in themselves, they must be able to recognize the zones in others (p. 54).

60. Using Videos: Identifying Zones Mine! Mine! Mine!

61. Which zone am I in? Pull out your zone card Move your marker to the zone you would be in for each scenario Think of a scenario to add

62. How do I feel when I am in each zone? Help student gain self insight Provide feedback of what you see.

63. Listening with Your Body Body Basics Whole Body Listening!

64. Works well with little kids Fits body basics

65. Triggers What triggers my move to blue, yellow, green or red?

66. This is a critical concept for kids!!! My perspective and your perspective. Reaction to unexpected behavior What do others think and say?

68. The Incredible 5 Point Scale

72. Linking to Other Programs Second Step:

73. Linking to Other Programs Mind Up Mind Up Focus on Self Awareness & Brain

74. Book List For Perspective Taking *Mr. Peabody’s Apples, by Madonna *A Weekend With Wendell, Kevin Henkes *Herb, The Vegetarian Dragon, Jules Bass & Debbie Harter *The OK Book, by Amy Krouse Rosenthal and Tom Lichtenheld *ish – Peter Reynolds *The Dot Peter Reynolds (and art!) *It’s OK To Be Different, Todd Parr *I Am I, Marie, Louise Fitzpatrick *Whoever You Are, Mem Fox *Tough Boris, Mem Fox *Tiger, Tiger is it True, 4 Questions to Make You Smile Again, Byron Katie *All Dogs Have ADHD – Kathy Hoopmann *All Cats Have Aspergers – Kathy Hoopmann Hewitt Anderson’s Great Big Life, by Jerdine Nolen A Dogs Life, by AnnMartin Just Juice, Karen Hesse The True Story of the Three Little Pigs, Jon Scieszka A Walk in the Rain with A Brain – Edward M. Hallowell, MD

75. Group Activity: Match Zone with Remedies

76. Tools Taught

78. Thinking Strategies Thinking Strategies – Superflex

79. Thinking Strategies Inner Critic Vs. Inner Coach – similar to Friends Lessons

80. Group Activity: Tools to Calm and Alert Sensory Supports Thinking Strategies Calming Techniques

81. Tool Box The final lessons on the zones focuses on learning when to apply and use tools.

82. More Fun – There’s an App for That!

83. Making it Manageable Follow up in class – one lesson per week. Link to existing programs whenever possible. (Second Step, Friends, Care) Identify emotions and zones during read aloud/picture books and movies. Add content to class meetings. CD of Blackline Masters –

84. Where Do We Go From Here?

85. Identifying Zones

88. Emotions Color Wheel Do2Learn: Educational Resources for Special NeedsDo2Learn: Educational Resources for Special Needs

91. MEASUREMENT AND EVALUATION Must teach how to measure and evaluate: the intensity of their emotions the appropriateness of their reaction Is my response ‘expected’ or ‘unexpected’ Strategies: a thermometer, 5 point scales, size of the problem, inner coach v. inner critic, social behavior maps

92. PHYSICAL ACTIVITIES & SUPPORTS Sensory Box (scarves, fidget toys, textured materials, visual materials) Heavy work activities (stacking chairs, carrying weighted objects, wall pushups, monkey bars) Movements breaks (run an errand, get a drink of water, run the track, jumping jacks, stand at desk)

93. Activities Continued Start your day breathing together for two minutes (at home or in the classroom) Listen to a few minutes of calming music Share how you would like your day to go Share how you would like to feel at the end of the day and imagine that feeling Breathe together at the end of the day; reflect/share how close each came to achieving what was imagined that morning

94. Monitoring Behavior How are we going to really “see” if this works?

96. Social Behavior Mapping

98. Self-Awareness Activities

99. Zones Tool Box

100. Tracking My Tools

101. Solution Finder Worksheet

102. 102

103. 35 % 50 % 55 % Benchmark 75 % = Peer Group = Target Student = Aim Line = Trend Line  65 % 60 % School-Wide Positive Behavior Support Grade Level Social Skill Training Tier 1 - Universal Small Group SST (1X/week) Interdependent Group Procedure Tier 2 - Supplemental Behavior Intervention Plan (BIP) Home-School Notes Individual Self-Control Training Tier 3 - Intensive 80 % 75 %

104. Resources/References The Zones of Regulation by Leah M. Kuypers, MA Ed. OTR/L The Incredible 5 Point Scale by Kari Dunn and Mitzi Curtis www.Socialthinking.com www.Do2Learn.com “Behavior is Not the Issue” by Barry M. Prizant, Ph.D., CCC-SLP & Amy Laurent, OTR-L, Ed.M, Autism Spectrum Quarterly Spring 2011 http://jillkuzma.wordpress.com/emotion-awareness-and- managementhttp://jillkuzma.wordpress.com/emotion-awareness-and- management “Emotional Regulation and Anxiety Management in Autism” by Chuck Edgington, Ph.D. “Emotion Regulation in Children: A Guide for Teachers” by Chrisina L. Scanlon, University of Pittsburg, April 20, 2010

105. Thank You for your Time Corey Pierce corey.pierce@unco.edu Tracy Mueller tracy.mueller@unco.edu