It's Ok To Have Red Zone Feelings, But Red Zone Behavior .

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Christine Peck, PsyD, BCBA-D6th Annual Social Thinking Providers ConferenceJune 2013It's Ok to Have RedZone Feelings, but RedZone Behavior isUnexpected:An extension of The Zones of Regulation for Individuals on the Autism SpectrumChristine Peck, Psy.D., BCBA-DCooperative Educational ServicesTrumbull, CTObjectivesO Focus on the importance of self-regulationand emotional control for students with ASDO Learn about a system that extends TheZones of Regulation for students with ASDO Learn about teaching strategies, selfmonitoring tools, and data tracking systemsrelated to a system to extend The Zones ofRegulationIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum1

6th Annual Social Thinking Providers ConferenceJune 2013Christine Peck, PsyD, BCBA-DIntroductionO Individuals with ASD have a critical need to develop skillsin the areas of self-regulation and emotional controlO The Zones of Regulation curriculum is a comprehensivesystem to teach self-regulation skills by identifying differentlevels of emotional arousal , and teaching strategies tomake conscious decisions about behavior in each zoneO Benefit from support materials that are concrete, literal,and visualO Zones of Regulation creates a concrete representation of ahighly abstract conceptO Students with ASD have benefitted from additionalinstruction in the difference between feelings and behaviorEmotional andBehavioralRegulationZones ofRegulationIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism SpectrumAutismSpectrumDisorders2

6th Annual Social Thinking Providers ConferenceJune 2013Christine Peck, PsyD, BCBA-DBehaviors can beclassified asexpected orunexpected, andunexpectedbehaviors impedelearningStudents with ASDcan learn tounderstand and labeltheir feelings andmake consciouschoices about theirbehaviorFeelings, at any levelor zone, areacceptable and okUnderlyingAssumptionsThe ability to selfregulate is vital forsocialcommunication,social understanding,and academicsuccessConceptual UnderpinningsSocialThinking Zones ofRegulation It’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism SpectrumSCERTS 3

6th Annual Social Thinking Providers ConferenceJune 2013Christine Peck, PsyD, BCBA-DSocial Thinking (Michelle Garcia Winner)O Expected and unexpected behaviorsO Size of the problemO Flexible thinking (Superflex vs Rock Brain )www.socialthinking.comThe Zones of Regulation (Leah M. Kuypers 2011)O Blue ZoneO Green ZoneO Yellow ZoneO Red Zone- System ofconceptualizing andteaching selfregulationwww.zonesofregulation.comIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum4

6th Annual Social Thinking Providers ConferenceJune 2013Christine Peck, PsyD, BCBA-DSCERTS (Prizant et al, 2006)O Emotional RegulationO Mutual regulationO Self-regulationwww.scerts.comExtending The Zones ofRegulationIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum5

6th Annual Social Thinking Providers ConferenceJune 2013Christine Peck, PsyD, BCBA-DBegin with the lessons of TheZones of RegulationO Once students can reliably identify whatzone they are in (blue, green, yellow, or red),introduce the idea that within each zonethere are 2 elements:FeelingsBehaviorsAdaption of The ZonesO Separate out feelings and behaviorsIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum6

6th Annual Social Thinking Providers ConferenceJune 2013Christine Peck, PsyD, BCBA-DRationale:O I found that my students quickly began tomistakenly identify that the “red zone” is“bad” and did not want to label themselvesin this zoneO Students with ASD have often have veryconcrete thinking styles, and struggled withunderstanding the difference betweenfeelings and behaviors in the different zonesExtension and ModificationO Using The Zones poster and other printedmaterials from the curriculum, I describeemotions and behaviors that define each zoneO Teach a set of lessons similar to those in TheZones curriculum to reinforce the identificationof emotions at each zone level (blue, green,yellow, and red) and behaviors in each zoneO Increased focus on identification of feelings in selfand othersIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum7

6th Annual Social Thinking Providers ConferenceJune 2013Christine Peck, PsyD, BCBA-DO Reinforce the concept of expected andunexpected behaviors in the learningenvironment, and use that as a basis fordecision making in each zoneO For example, a student may feel mad (Red Zone)and that is perfectly okO In the Red Zone, there are unexpected behaviors(hitting people, etc.) and expected behaviors(taking a deep breath, asking for help, etc.)O Use that as a basis for decision making with thetool box of strategies.New teaching materialsO Teaching materials to identify and trackemotions and behaviors throughout the dayO This is similar to some of the teaching in TheZones curriculum (e.g. My Zones Across theDay), but extends the teaching for students toidentify their emotions and their behaviorsIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum8

Christine Peck, PsyD, BCBA-D6th Annual Social Thinking Providers ConferenceJune 2013Tool Box StrategiesO We then develop tool box strategiesO Combine mutual-support systems (with theaid of an adult as needed) and self-regulationsystemO Based on the SCERTS modelO Including mutual regulation tools helps theyounger and lower functioning studentsaccess this systemIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum9

Christine Peck, PsyD, BCBA-D6th Annual Social Thinking Providers ConferenceJune 2013Sample of Tool Box StrategiesO Ask for helpO Squeeze objectO Ask for a breakO Count to 5O Take spaceO Social storiesO Deep breathsO Listen to MusicO Lazy 8 breathingO Turn the lights offO Drink of waterO Calming sequenceO SnackO Size of the problemO Jump, bounceO Take a walkIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum10

Christine Peck, PsyD, BCBA-D6th Annual Social Thinking Providers ConferenceJune 2013The goal:O The goal is for students to be able to:O Identify what zone his/her feelings are inO Use the tool-box system to make good decisionsabout his/her behavior before (s)he engages inescalated behavior“It is ok to have Red Zonefeelings, but Red Zonebehavior is unexpected.”It’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum11

Christine Peck, PsyD, BCBA-D6th Annual Social Thinking Providers ConferenceJune 2013Sample IEP Goals andObjectives1.Sam will improve his ability to self-monitor his ownbehavior1.2.2.Objective: Sam will identify his current emotional state on aleveled chart indicating differing levels of emotional arousalObjective: Utilizing a leveled chart system, Sam will identify hiscurrent level of behavioral escalationWhen experiencing emotional or behavioral arousal, Samwill select a strategy to help himself return to a calm state1.2.Objective: When experiencing emotional arousal (e.g. feelingsad, mad, etc.) Sam will utilize a tool-box chart to identify astrategy to respond without behavioral escalationObjective: When experiencing behavioral escalation, Sam willutilize a tool-box chart to identify a strategy to de-escalate hisbehavior, with adult facilitationThe system to achieve the goalO Starts with teaching the difference betweenfeelings and behaviors in all zonesO Teaches expected and unexpectedbehaviors in all zonesO Develop tool box strategies for all zonesIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum12

Christine Peck, PsyD, BCBA-D6th Annual Social Thinking Providers ConferenceJune 2013ExtensionO Also includes self-monitoring tools, tracking toolsfor teachers, and a system for monitoringprogress towards the development of selfregulation skillsO Allows for the collection of self-report data(initially guided by the adult until the child isreliable in self-report throughout the day whichserves as a communication tool and a progressmonitoring toolO Provides a method for tracking theimplementation of regulation strategies (via the“tool box”) which is invaluable for measuringprogress towards IEP objectivesIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum13

Christine Peck, PsyD, BCBA-D6th Annual Social Thinking Providers ConferenceJune 2013It’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum14

6th Annual Social Thinking Providers ConferenceJune 2013Christine Peck, PsyD, BCBA-DData trackingO Using the teaching form and monitoring forms,progress can be easily monitoredO Can track the followingO Incidents of dysregulated feelings and escalatedbehaviorsO defined by frequency of Blue, Yellow, and Red ZoneincidentsO Tracking of expected and unexpected behaviorsdefined for each zoneO Tracking of the use of tool box strategiesO both self-regulation and mutual regulation strategiesO Monitoring the development of self-regulation skillsO defined as the occurrence of dysregulated feelings(Blue, Yellow, or Red Zone) with the absence ofescalated behaviorsIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum15

6th Annual Social Thinking Providers ConferenceJune 2013Christine Peck, PsyD, BCBA-DEvaluating Success4321FeelingsBehavior"Feeling in the Red Zonewithout having Red Zonebehaviors)It’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum16

Christine Peck, PsyD, BCBA-D6th Annual Social Thinking Providers ConferenceJune 2013Case studiesFor more information:Dr. Christine PeckCooperative Educational Services25 Oakview Drive, Trumbull, CT, 06611(203) 365-8841peckc@ces.k12.ct.uswww.ces.k12.ct.usIt’s OK to Have Red Zone Feelings, but Red Zone Behavior isUnexpected: An Extension of The Zones of Regulation forIndividuals on the Autism Spectrum17

Unexpected: An Extension of The Zones of Regulation for Individuals on the Autism Spectrum 2 Introduction O Individuals with ASD have a critical need to develop skills in the areas of self-regulation and emotional control O The Zones of Regulation curriculum is a comprehensive system to teach self-

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