Zones Of Regulation - XMinds

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Zones of RegulationA review of the curriculum and strategies forsupporting students

Check-In and GroupActivity

Check-In Activity Complete the check-in activity at the front board. Green Zone: Ideal alertness; calm and ready to learnBlue Zone: Low alertness; sad, tired, bored, sickYellow Zone: Heightened alertness; stress, frustration, silliness, fearRed Zone: Extremely heightened alertness; anger, range, panic, terror, elation

Introductions andIntended Outcomes

Intended Outcomes By the end of today’s presentation, participants will: Learn about the Zones of Regulation curriculum, including the four colors and howthey correspond to different states of alertness, feelings, moods, etc. Learn about how the Zones have been incorporated into programs within MCPS Learn about specific tools, strategies, and activities to support the incorporation ofZones of Regulation into each program

Foundations ofZones of RegulationCurriculum

What is Zones of Regulation? Zones of Regulation is a curriculum to support self-regulation andemotional control. Aims to support students in “consciously regulating their actions, which in turn leadsto increased control and problem solving abilities” (Kuypers, 1). Relies on a cognitive behavioral approach to support students in identifying theirfeelings and strategies to support them in coping with feelings in order to remaincalm and ready to learn.

What is Zones of Regulation? Uses the language of “zones” to help students self-identify theircurrent states of alertness and ability to self-regulate (i.e., green,blue, yellow, and red zones). Supports student in identifying triggers and coping strategies,building self-regulation skills, and differentiating behavior basedon context.

Self-Regulation and ZonesAt its core, Zones is a program that focuses onself-regulation. Children who have good self-regulation can regulate theirresponses to sensory input, emotions, and impulses in order tobehave appropriately in a given context.

Self-Regulation and ZonesSelf-regulation involves: Two components: Ability to adjust level of alertness Ability to achieve goals by managing behaviors in response to emotions in sociallyadaptive way Three integrated neurological processes: Sensory processing Executive functioning Emotional regulation

Self-Regulation Development Development of self-regulation begins in early infancy throughbehavioral strategies What are some behavioral strategies young children may use to get needs met? How do you think early experiences may shape development of self-regulation? In childhood, children develop language-based strategies tosupport regulation (e.g., expressing themselves verbally to trustedadults) As children age, begin to develop metacognitive strategiesthrough internal dialogues and reflection, considering others’perspectives, recognizing their own triggers, anxiety, impact onenvironment, etc.

Components of Self-Regulation:Sensory ProcessingWhat does it involve? Includes several integratedabilities: Perceive and make sense of externalstimuli/sensory information Organize and integrate information todetermine response Manage quantity and quality of sensoryinformationWhy does it matter? Difficulties in sensory processingand regulation can be related todifferent issues: Difficulty filtering out external stimuli(e.g., hypersensitivity to sounds,textures, smells, etc.) Requiring additional sensory input to feel“right” (e.g., needing pressure,movement, etc. )

Components of Self-Regulation:Executive FunctioningWhat does it involve? Consciously controlling thoughtsand actions Similar to a command center foractions and mental operations Some areas under this broadumbrella include attentionshifting, working memory,planning, and inhibitionWhy does it matter? Struggles in this area may relateto difficulties: Listening and completing workEngaging in self-talkConsidering multiple optionsOrganizing actions and materialsControlling impulses

Components of Self-Regulation:Emotional RegulationWhat does it involve? Being able to control emotionsand emotional reactions Integrated process of managingemotional responses: MonitoringEvaluatingRegulating intensityConsidering contextWhy does it matter? Difficulties may relate to: Emotional outbursts Prolonged or intense emotionalresponses Struggle to manage reactions tosetbacks, conflicts, and disappointments

The Zones ofRegulationCurriculum

What is it? Zones of Regulation is a supportive cognitive framework andteaching tool to support student growth and development. It is not a punitive discipline model or behavior approach.

The Zones Four Zones are used to describe internal feelings: Feelings Energy Arousal level Paired with visuals: colors and road signs

Blue Zone (Rest/Re-energize) Low state of alertness Body and brain moving slowly May feel SadSickTiredBored

Green Zone (Go ahead) Regulated alertness Ready to learn and socializeappropriately May feel CalmHappyFocusedContent

Yellow Zone (Slow Down) Heightened alertness Starting to lose control May feel ed

Red Zone (Stop and Think) Extremely heightened awareness Very intense feelings Out of controlMay feel AngerRageExplosive behaviorPanic or terrorElation

Additional InformationAbout the Zones No “bad” zones Everyone falls into all of the zones at some point Context is important What behavior is expected in each environment? Recess behavior vs. classroom behavior Expected vs. unexpected behavior Goals, task demands, and basic needs must be considered Feelings may not be in the same zone for all students What is an example of a feeling that may fall into different zones for different students? Behavior doesn’t determine Zone, is byproduct of it.

Addressing the Zones Staff responses to students vary depending on Zones Teach strategies and skills in calm, regulated stateBlue Zone Energize student – offerwalk, drink of water, etc. “Alerting” tools should beusedGreen Zone Reinforce studentbehavior Praise calm,ready-to-learn state

Addressing the ZonesYellow Zone Want to intervene here before moveinto red (consider triggers, environment,time of day, etc.) Calming tools should be used Need to lower energy level to return tocalm, ready-to-learn state May be appropriate and expected atunstructured timesRed Zone Safety is priority – provide safe location Rely on CPI foundations Limit verbal commands, avoid powerstruggles Validate student’s feelings, empathize,give time/space as possible Process later Never expected or appropriate

Tools for Self-Regulation Ask for a hugTake a walkUse headphonesUse fidgetsSensorySupports Deep breathingYogaMuscle relaxationMusicCalmingStrategies Size of problemSelf-talkProblem-solvingSocial thinkingThinkingApproaches

Classroom Based Lessons and Activities

Incorporating Zones into the ReflectiveProcess

Challenges within the classroom setting All students begin the year at varied levels ofawareness For a fully developed understanding, Zones mustbe implemented across all areas and settings

Benefits of Using Zones Common language amongst staff and studentsStudents gain awareness of themselves and othersStudents are given concrete visuals and examples for behaviorStudents develop a variety of coping skills and strategiesMultiple opportunities to practice

Discussion andQuestions

Zones of Regulation ReferencesKuypers, L. (2011). Zones of REgulation, Santa Clara, CA: Think SocialPublishing.SocialThinking.com

Zones of Regulation is a curriculum to support self-regulation and emotional control. Aims to support students in “consciously regulating their actions, which in turn leads to incre

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