A Whole Classroom Approach to Self-Regulation

A Whole Classroom Approach

to Self-Regulation

Presented by:Meg Niesen, School Psychologist

8/31/09: MMSD Leadership Conference

Self-regulation is…the ability to regulate feelings and actions

in a socially appropriate manner.

EMOTIONAL REGULATIONBEHAVIORAL REGULATION

What is self-regulation?

Emotional Regulation…the ability to label feelings, express feelings safely, and regulate one’s internal reactions to situations SO AS TO not be overwhelmed by our feelings in negatively perceived situations.

Behavioral Regulation….capacity to “read” social situations and adjust behaviors accordingly SO AS TO meet the demands of environmental and social interactions.

Self-regulation

Positive Behavior Supports

Why is self-regulation important?

• Improved self-esteem• Increased learning• Improved self-control• Increased positive relationships• Improved self-directedness• Increased engagement

Why do some kids just not get how to self-

regulate?Biologically speaking,Neurological Differences

Psychologically speaking,Disturbed Attachment Relationships

Practically speaking, Need for Explicit Instruction

The Self-Regulation Curriculum5 core lessons (CPRED) with optional extension

activitiesC Calm-Down SpotP Positive WordsR RelaxE Express YourselfD Distract Yourself

Each lesson utilizes activities that promote thedevelopment of emotional regulation andbehavioral regulation skills.

Introducing the 5 Do SomethingsWhen you don’t feel good,

it’s your job to

Do Something

to make yourself feel better.

Lesson 1: Calm-Down Spot


Emotional Regulation“Positive vs. Negative Feelings”

Rationale:Children must first learn to differentiate feelings

that make themselves and others feel “good” and feelings that make themselves or others feel “not good.”

Explicitly teaching children the verbal and nonverbal cues we use to make these differentiations is key.

“Positive vs. Negative Feelings”Activity: Thumbs Up-Thumbs Down

Show children feeling face pictures and ask them:• Does this person feel good or does this person

feel not good?• Would you want to feel this way or would you

NOT want to feel this way?• Does feeling not good mean that you are “in

trouble”?


Emotional Regulation

“Find Your Spot”Rationale:A variation on “fight or flight,” the calm-down spot

teaches students to utilize an adult-approved flight strategy to avoid potential problems.

Emphasize to students that a calm-down spot is not a specific place but rather a choice to retreat from a conflict and return to a state of calm.


Behavioral Regulation

“Find Your Spot”Activity: Calm-Down PicturesIdentify calm-down spots in the classroom and

around the building

Practice being calm in your special calm down spot for 5 minutes (or longer)

Take pictures of students looking calm in their calm down spot.


Behavioral Regulation

Lesson 2: Positive Words

Lesson 2: Positive WordsEmotional Regulation“Feelings Continuum”

Rationale:Students learn where they are on the feelings/

arousal continuum so that they can begin to make their own adjustments or allow adults to make adjustments in the environment so as to bring students back to a calm and comfortable states.

Lesson 2: Positive WordsEmotional Regulation“Feelings Continuum”

Activity: Feelings Thermometer• Students order 4-6 feeling faces on a continuum

(e.g., a thermometer)• After ordering faces, students attach

corresponding labels to each face

Lesson 2: Positive WordsBehavioral Regulation

“Use Your Words”Rationale:

Cognitive behavioral psychology teaches us that how we think about a situation influences how we feel about that situation and how we feel about a situation predicts how we will behave in the situation. Therefore, by changing our thoughts and/or feelings about a situation, we can alter our behavior.

Hence, positive words directed toward ourselves (by ourselves or by others) can positively impact our cognitions, feelings, and actions.

Lesson 2: Positive WordsBehavioral Regulation

“Use Your Words”Activity: Positive Memories

Note: Incorporate calm picture from Lesson 1

Younger Students:• Smile File Collage (drawings or cut-out pictures)

Older Students:• Picture/words/saying sheet

Picture-image-saying

Lesson 3: Relax

Lesson 3: RelaxEmotional Regulation

“Name That Feeling”Rationale:As children come to learn more about how

different emotional states can feel within themselves and others, they need to develop a vocabulary that will allow them to express their feelings with a compatible level of complexity. Emotional labeling activities allow children to discover how different feeling words connotes different intensities of emotions.


“Name That Feeling”Activity: Feelings CharadesOption 1: Using a set of feeling face cards, say the name of

each feeling and have the students copy the face they see displayed on the card. Require the students to be quiet, so that it is a non-verbal experience.

Teach students to wipe their

faces “calm” between each feeling face they make..


“Name That Feeling”Activity: Feelings CharadesOption 2: Using a set of emotional vocabulary words, read

out a word and have students make the face that the word conveys to them. As the activity progresses, have students try to guess what face other students are making.

Lesson 3: RelaxBehavioral Regulation“Mind-Body Connection”

Rationale:Our mind works together with our muscles to

create both physical and mental health. Movement that is performed in a conscious, controlled manner– whether it be fast or slow – helps to establish balance within our systems. Breath creates a rhythm for fluid movement and if we allow it, we can use breath to slow ourselves down and relax.

Lesson 3: RelaxBehavioral Regulation“Mind-Body Connection”

Activity Choices:YogaBreathingStretching/ ExercisingPositive VisualizationStress Balls & Fidget ToysProgressive Muscle RelaxationWall Pushing

Lesson 3: Extension Activities

Behavioral RegulationMind-body menusMake a “menu” of mind-body activities that

your class has learned and schedule in 2-3 mind-body breaks per day.

Make a mind-body activity strip that student can attach to their work area or keep on their notebook/ clipboard.

Yoga Breathe 15-s break R.E.L.A.X. Music Muscles

Lesson 4: Express Yourself


Emotional Regulation“Where Do You Feel Your Feelings?”Rationale:Our bodies undergo marked physical changes in

response to a wide range of emotions (from the subtle blush of embarrassment to the bulging neck veins of rage). Understanding these body cues can help students “catch” and “cope” with their negative feelings while they are still small and manageable.


Emotional Regulation“Where Do You Feel Your Feelings?”Activity: A Picture of Me UpsetIdentify areas in our body where wemight feel negative feelings:- butterflies in the stomach- headaches- rapid heart beat- weight on the chest- shaky knees- hands in fists- heavy eyes- tight mouth


Behavioral Regulation“Creative ( & Safe) Self-Expression”Rationale:Art and music therapy have a long-standing

history of helping children give meaning to emotions and experiences that are hard to capture in words. When overwhelmed and over-stimulated, many children need a release that allows them to experience competence and pleasure in order return to a state of self-control.


Behavioral Regulation“Creative ( & Safe) Self-Expression”Activity Choices: A Picture of Me NOT UpsetUsing the flip side of the “A Picture of Me Upset” worksheet used for Lesson 4’s Emotional Regulation activity,have students draw a picture of themselves wearing the clothes, hair,shoes, jewelry, and other accessories that best express who they are and how they want others to see them.


Behavioral RegulationSelf-Expression Sampling Activity Supplies Needed

Write in a journal Notebook, pen/ pencil

Drawing Crayons, markers, paper

Building with Legos

Tub of legos or duplos

Playdoh Playdoh and playdoh accessories

Dancing Dance music, marked off space

Music-making Electronic piano (with headphones!)


Behavioral RegulationSelf-Expression Sampling (continued) Activity Supplies Needed

Stringing beads Pony beads, pre-knotted string

Pipe cleaner creations

Pipe cleaners, examples of creations

Scrapbooking Classroom pictures, paper, markers, scissors, decorations

Coloring books Crayons and selection of coloring books

origami Origami paper, instructions


Behavioral RegulationSelf-Expression Sampling

Lesson 5: Distract Yourself


Emotional Regulation“Feelings Fun”Rationale:In the previous emotional regulation

activities, students have learned how different emotions feel and have been taught vocabulary for labeling feeling. The previous behavioral regulation activities have shown students that they can tolerate emotional states without losing control. Now, it’s time put all that together.


Emotional Regulation“Feelings Fun”Activity: Mood MonstersWith your class, talk about the emotions

that we sometimes attach to different colors, shapes, and line. Make a “legend” of what feelings you attach to each. Then, have students create their own personal mood monster that is an expression of themselves.


Emotional Regulation“Feelings Fun”Activity: Mood Monsters


Behavioral Regulation“Forget About It”Rationale:

The psychoanalytic branch of psychology talks about people consciously or unconsciously employing “defense mechanisms” to deal

with emotions that are too much to handle. One of these defense mechanisms is

sublimation – directing your energy into a useful alternative for an unacceptable goal. Distracting yourself is similar to sublimation.


Behavioral Regulation“Forget About It”Activity Choice: Break Boxes

Break boxes are a collection of low cost, small activities that students can do on their own to help themselves feel better. This activity gives students a chance to explore what’s in your “industrial strength” classroom break

box (more about that later) and decide what they might like in their own personal break

box.


Behavioral RegulationDistraction StationsSimilar to Self-Expression Sampling, this

activity offers students a chance to proactively practice several different “distracting” activities and decide which ones they like the best.

As with the Self-Expression Sampling, be sure to give students a method for recording how well each activity worked at getting their minds off of what is bothering them.


Behavioral RegulationDistraction Stations Activity Supplies Needed

Puzzles Mix of puzzle types and difficulty-levels

Bubbles Bubble “juice” and variety of wands

Balloons Each student gets their own!

Activity Sheets Collection of search-a-words, cross-words, mazes, collor-by-numbers,etc.

Reading Cartoon books, joke books, etc.


Behavioral RegulationDistraction Stations (continued) Activity Supplies Needed

Straw Fiddling (bend, chew, blow)

Straws – 3-5 for each student

ABC’s & 123’s Letter charts and number charts

Listening Station Headphones and CD player with music, audio books, etc.

Visual relaxers Liquid motion toys, glitter wands, color strips, kaliedoscopes

Feel strips Wallpaper book, fabric swatches

Moving Forward: Summative Activities

Do Something Plans

Self-Regulation Tools

Sensory Equipment

Break Boxes

“I’m Stuck” Kits

HELP!

I’m STUCK!

Is it Sensory or Is it Behavior?

Behavior is a learned coping strategy.

Behavior is quickly learned when it is followed by success at meeting need and/or is rewarded

Repeated use of learned behaviors creates established behaviors (i.e., habits)

Once a behavior is established, it may look willful but often times the child has little conscious control over that behavior.

To keep a behavior from

being learned,

either don’t let it occur or don’t let it be

repeated.

Sensory Equipment

Rationale: Sensory and social-emotional needs that might

typically interfere with academic performance and social competence are met through the implementation of relatively inexpensive and easy-to-implement techniques and tools.

IMPORTANT: Self-regulation tools should be available on an as-needed basis or at a scheduled break time. These tools should not be withheld as a consequence or used as a reward.

Sensory Equipment:BALANCE DISKS

Seat cushions for students with a high need for movement (the wigglers) or those who are need a lot of tactile input (kids who are crashing and banging into objects, adults, and each other). One side of the disk is like a porcupine and the other side is slightly bumpy.

Sensory Equipment:WEIGHTED LAP CUSHION

• This small pillow fits in a student’s lap and is filled with 5 pounds of aquarium rocks (and a little bit of padding). Weighted cushions are effective with students who have a high need for movement or those who need a lot of tactile input. The weight on the lower body can be very calming for some students and can help them stay in their seat to complete work. It can also keep them from moving about during carpet/ circle time. The weighted cushions can be used with students who need to do some "heavy work" activities - moving something heavy up and down a hall to burn off extra energy or get some pressure into the shoulder, elbow, and wrist joints.

Sensory Equipment:HEADPHONES

Sound-blocking headphones are helpful for students who are easily distracted or bothered by external noises (the hallway, the room next door) or classroom chatter (e.g., teacher talking to other students, students working together on partner work).

Sensory Equipment:VISUAL RELAXERS

Visual relaxers are tools that student can look at during those times when they are starting to get agitated to help them calm down. Students who are tired often calm well with the visuals because it makes them sleepy and sometimes, resting is what they need to do. The visual sand/water "toys" can also be used as a visual timer for students to complete work within a certain amount of time or to record the length of their "sensory break."

Sensory Equipment: STRESS BALLS

Two kinds of stress balls were purchased. The small prickly balls are good for students who are seeking tactile input for their hands; the larger balls are good for kids who need to keep their hands busy so that they can stay focused.

“I’m Stuck” KitsRationale:

A common self-regulation strategy taught to children is that they are “stuck” and they need to engage in an activity that will get them “unstuck.”

“I’m stuck” kits are used both proactively and reactively to help children reorganize their disregulated emotions and behaviors and return to a state of equilibrium.

“I’m stuck” scriptA social script is a narrative that teaches a child appropriate behaviors to exhibit in varied social situations. Spencer, I’m noticing that you’re a kid who gets stuck sometimes. You just can’t do what I need you to do or other teachers need you to do and that’s a problem. Let’s call this the “I’M STUCK

PROBLEM”.

When you’re having the “I’M STUCK PROBLEM”, I notice that you don’t want to do your work, you might start yelling, or doing stuff that looks like

it’s being mean to me or your classmates. When I see this happening, I’m going to say, “Spencer, you’re stuck. Choose something to get yourself

unstuck.”

“I’m stuck” script

Then, this is want I need you to do [Teacher has “I’m stuck” kit available]:

This is called an “I’M STUCK” KIT . We’re going to keep this [in your cubby, teacher’s bookshelf, calm-down corner, etc.) I want you to choose to do one of these things for as long as you need to do it until you are unstuck.

These are all pretty fun things to do, so I can’t imagine why you wouldn’t want to do one of these things when I tell you that you need to do one of them OR if you decide that you’re getting stuck. Plus, you get to do one of these activities for as long as you need to until you feel unstuck. When you feel unstuck, you go back and do the work that you need to do at your spot.

“I’m Stuck” Activities Box

Things to IncludeCoping Activities• Emotional control visual, 15-second break cards,

Engine strategy card

Fun Learning Activities• Word searches, mazes, math sheets, drawing

sheets, crossword puzzles

High Interest Books• Joke books, cartoon stories, how-to-draw books,

puzzle books

Break BoxesRationale:Break boxes were a precursor to the “Do

Something” curriculum that came out of a Madison Schools Foundation Grant awarded to Lake View Elementary.

A break box consists of items that correspond to one or more of the sensory regulation areas used in the “How Does Your Engine Run?” program.

Classroom Break BoxThings to Include

Classroom Break BoxGround Rules

Classroom Calm Down Kit

Break Box: Industrial Strength

Additional Items to Include

Where do you get this stuff?Classroom Break Kit

(most materials available at Dollar Stores)

Materials Needed for Each Kit Costplastic container for kit boxsandwich-size sealable baggie1 spiky stress ball 1 squishy stress ball1 mini-kaleidoscope1 big slinky 1 mini-slinky4 markers and/or 8-pack crayons10 straws (cut in ½ to make 20)5 pipe cleaners

$1.00 each20 for $1.00$1.00 each$1.00 each6-8 for $1.00$1.006-8 for $1.0012-24 for $1.00100 for $1.0050 for $1.00

Where do you get this stuff?Classroom Break Kit

Materials Needed for Each Kit CostPaint sample strips, laminated dye-cut letters, shapes, numbers, etc15-second break cards (on cardstock)engine break cards (laminate)2 containers of playdoh/ magic dough30 pony beads3 craft strings (about 18 inches long each)20 plastic-coated paperclips

FREE!

FREE!FREE!6 for $1.00100s for $5.0020-pack for $1.00100s for $1.00

Classroom Break Kit(most materials available at Dollar Stores)

TOTAL COST FOR ONE KIT: approx. $6.00

Where do you get this stuff?

SENSORY EQUIPMENTBALANCE DISKSAvailable at Amazon.comIsokinetics Exercise Disc / Balance Cushion - 14" Diameter - 5 Colors

COST: $13.00

http://www.amazon.com/gp/product/B000WQ4Z7Q/ref=s9_simz_gw_s0_p200_t1?pf_rd_m=ATVPDKIKX0DER&pf_rd_s=center-2&pf_rd_r=1T98Z4D982GWB1B79VA3&pf_rd_t=101&pf_rd_p=470938631&pf_rd_i=507846





SENSORY EQUIPMENTHEADPHONESAvailable at Harbor Freight.comHarbor Freight (retail store):4617 Verona Rd., Madison

Industrial Ear Muffs : Western Safety , 43768-0VGA

COST: $3.99/ pair

http://www.harborfreight.com/cpi/ctaf/displayitem.taf?Itemnumber=43768

http://www.harborfreight.com/cpi/ctaf/displayitem.taf?Itemnumber=43768

VISUAL RELAXERSOfficeplayground.com(see Liquid Motion sidebar for full

selection):

COST: $3.99-5.99


SENSORY EQUIPMENT

Spiral Glitter Wand$3.99;Product Code: 1307http://www.officeplayground.com/glitterwand.html

1 Wheel Timer - Kaleidoscope$3.99; Product Code: 2267

http://www.officeplayground.com/1wheelkaleido.html

http://www.officeplayground.com/glitterwand.html

http://www.officeplayground.com/glitterwand.html



STRESS BALLSDollar Store – many styles & varieties for $1

eachOfficeplayground.com (see Balls Multipack

Balls)COST: small: 12 for $2.99 large: 12 for

$7.99


SENSORY EQUIPMENT

Porcupine Stress Ball - Mini$2.99 for 12; Product Code: 1230

http://www.officeplayground.com/porcupine.html

Mini Squeeze Balls$7.99 for 12; Product Code: 1618http://www.officeplayground.com/ministressball.html



http://www.officeplayground.com/ministressball.html

http://www.officeplayground.com/ministressball.html

WEIGHTED LAP CUSHION

Materials Needed:• 5 lb. bag aquarium gravel

– Petsmart.com COST: $4.00/ bag– or check an area pet supply store

• 19” x 26” piece of heavy-duty fabric (denim)

• 1 piece 18x25 foam padding or soft quilting– estimate $5.00/cushion for sewing supplies

(See also www.EfficiencyGene.com for instructions to make lap pads, body wraps, neck wraps, weighted stuffed

animals, weighted vests, and weighted belts.)

http://www.efficiencygene.com/

http://www.efficiencygene.com/

WEIGHTED LAP CUSHION Assembly:1.Fold fabric right sides together and stitch long

sides to make a fabric case2. Turn case right side out and insert bag of

aquarium rocks3. Insert padding along length inside of bag (so that

one side is bumpy from rocks and one side of soft from quilting).

4. Fold over and stitch fourth end until there is a finished hem edge

- Estimate ~30minutes/ cushion for assembly and machine sewing.

SENSORY EQUIPMENTRough Cost of Outfitting a

Classroom2 balance disks ~$26.005 pairs headphones ~$20.002 visual relaxers ~$10.006 large stress balls ~$4.006 small stress balls ~$1.501 weighted lap cushion ~$9.00Classroom Break Kit ~$6.00

~ TOTAL COST $75/classroom (plus upkeep)

How do you know if the intervention is working?

Progress MonitoringStudent Feedback StripsI was not feeling good, so I decided to do something to make myself feel better.


Progress Monitoring


Rate using GAS’s -2 to +2 rubric. Complete ratings every 4-6 weeks.

Contact InformationThis presentation was prepared by Meg Niesen, School Psychologist, Madison Metropolitan School District (MMSD) and placed with her permission on their website.

For more information, please contact Meg Niesen at [email protected](under Margaret Niesen in GW)Phone: 608-663-5989

mailto:[email protected]

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A Whole Classroom Approach to Self-Regulation