Handouts Winter Spring 2020 6 to a page - AEP Connections · Emotions and Internal States of Arousal Impacted by: •Neurotransmitters and brain activity •Sensory events ... adaptive

Winter/Spring 2020The Zones of Regulation®

www.zonesofregulation.com Copyright Leah Kuypers, 2020

A Framework to Address Self-Regulation & Emotional Control

Leah Kuypers M.A. Ed., OTR/L

Occupational Therapist, Creator, Consultant

www.zonesofregulation.com

ZONES OF REGULATION

Disclosures

Course Content Disclosure:This course will focus on primarily one product, methodology and curriculum, The Zones of Regulation®.

Financial Disclosure: Leah Kuypers is an independent contractor, speaker and author. She receives a speaking fee for her presentations about The Zones of Regulation as well as royalties for The Zones of Regulation products and apps.

Non-financial Disclosure:Leah Kuypers has no non-financial relationships to disclose.

Find The on the Web

-Training info & schedule-Products-Articles and evidence-Free resources-Newsletter sign-up

Like: Zones of Regulation Join: Zones of Regulation in Action

(group forum)

@zonesofreg#zonesofregulation

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Website:www.zonesofregulation.com

@zonesofregulation#zonesofregulation

The Big Picture

• Understanding self-regulation

• Building regulation skills: The Zones of Regulation®• Intro to the

framework• Lessons and

expansions• Exploring tools • Implementation

What is Self-Regulation?The ability to adjust level of alertness

ANDdirect how emotions are revealed

behaviorally in socially adaptive waysin order to achieve goals.

-Adapted from work of Clair Kopp

Self-Regulation Encompasses:

– Anger– Anxiety– Sadness– Attention– Excitement– Silliness– Sensory needs– Stress– And so much more…

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Roller Coaster Ride of Emotions and Internal States of Arousal

Impacted by:• Neurotransmitters

and brain activity• Sensory events• History of trauma

& aversive experiences

Vocab

• Dysregulation: A lack of regulation

• Behavior: Our actions (Both POSITIVE and NEGATIVE)

Co-Regulation:

Regulation that occurs in the context of Social Interaction, such as:• Student seeks assistance from

teacher/caregiver• An individual responds to

another in attempt to support him or her when facing a stressor

The SCERTS Model by Prizant et al 2006Photo by Unknown Author is licensed under CC BY-NC-

SA

Research on Self-Regulation

• Self-regulation abilities have a stronger correlation with school readiness than IQ or entry-level reading or math skills -Blair, 2002. 2003; Normandeau & Guay, 1998

• Higher academic achievement is more likely when interventions include self-regulation components -Blair & Razza, 2007

• Research shows that teachers can have a positive effect on students’ self-regulation skills -Burchinal, Peisner-Feinberg, Bryant, & Clifford, 2000

You must be able to REACH them before

you can TEACH them

Development of Self-Regulation

• Initial Behavior Strategies– Co-regulation needed– Sensory-motor strategies– Uses behavior to get needs met

• Progress into Language Strategies– Words and symbols to regulate– Express emotional state to co-regulator– Negotiate concerns -Greenspan, S. (1997)

-The SCERTS Model, Prizant et al. (2006)

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Development of Self-Regulation

• Final level- Metacognitive Strategies– Internalizing a dialog– Reflect on cognitive processes that support organization, decrease

anxiety, modulate attention and arousal– Recognize another’s perspective and social conventions

• Support/guidance (verbal techniques, sensitivity, expectations) from caregivers is key in development of these strategies

-The SCERTS Model, Prizant et al.

ACES:Adverse Childhood

Experiences

Childhood experiences, both

positive and negative, have a

tremendous impact on future violence, victimization and perpetration, and lifelong health and

opportunity.--Centers for Disease Control and Prevention (CDC) www.cdc.gov/violenceprevention/acestudy

Increase in ACES correlates with increased risk of

depression, mental distress, disability & early death

https://www.cdc.gov/violenceprevention/acestudy/ACE_graphics.html

Components of Self-Regulation

1. Sensory Processing and Modulation

2. Executive Functioning3. Emotional Regulation4. Social Cognition

Vestibular Sense• Sense of balance and relationship

to gravity. Receptors in the inner ear.

Proprioceptive Sense• Provides awareness and orientation of the body through

receptors located in the muscles and joints.

Interoceptive Sense• Takes in sensory information from internal organs and shares

with the brain. Communicates how we are feeling internally (e.g., hot, cold, tired, hungry, nervous). Also related to emotional awareness.

Hidden Senses Seeking vs. Avoiding/Defensive

• Each sense has a “just right” threshold• Sometimes sense is set very high

– hypo-responsive– Causes one to SEEK additional

sensory input• Sometimes sense is set very low

– hyper-responsive– Causes one to be DEFENSIVE and/or

AVOID sensory stimuli

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Living a Sensation Life

• Sensory Lifestyle provides optimal combination of sensations to feel “just right”

• Sensory needs are met in a purposeful, adaptive manner vs. disruptive, maladaptive way

• Individualized to each student and are best when done in collaboration with an OT

-Dr. Lucy Jane Miller

Modulating CommonClassroom Sensations

Sensory Preferences and Lifestyle

Auditory

Visual

Touch

Smell

Taste

Vestibular

Proprioception

Avoiding to Seeking Scale

Avoiding Neutral Seeking

Contact sports, cuddling, rough housing with my kids

Place an X indicating how you perceive each sense & provide examples for each under

Hiking, skiing, moving during seated tasks

Spicy food, daily coffee, love ethnic food, chew gum

Enjoy perfume, scented lotions, candles

Tolerate most textures and touch

Distracted by background noises, avoid loud restaurants

Can become overwhelmed in chaotic environments

Executive Functioning:The Thinking Behind the Doing

• Umbrella term that describes the cognitive process involved in the conscious control of thoughts and actions

-Leibermann et al., 2007

• EF skills have been closely linked to academic success in school-age children -Bull & Scerif, 2001; Gathercole et al., 2005; Kibby et al., 2004; Zametkin & Ernst, 1999.

Executive Functions Connection with Regulation

– Self-Talk: Internal speech used to guide behavior

– Impulse Control: Thinking before acting

– Flexibility: Consider multiple options, revise plans, adapt to change

– Working Memory: Reflect on past experiences and code new information to help predict what you may experience

Sarah Ward and Kirsten Jacobsenwww.efpractice.com

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STOP and Read the Room

ObjectsHow are things

organized?

What materials are needed?

Location

Purpose

PeopleFace

Body

Appearance

Mood

Pace

Communication

SpaceWhere am I?

What's going on?

What are the expectations for

this environment?

Sarah Ward, MS, CCC/SLPKristen Jacobson, MS, CCC/SLPwww.efpractice.com

TimeTime of day

Part of schedule or routine?

What is happening

immediately?

What is next?

What pace is required?

Emotional Regulation

• Feelings are innate, we can’t change how we feel

• We can help students learn how to monitor, evaluate, and modify the intensity and temporal features of their emotional response

• Both Intrinsic and Extrinsic processes are responsible for regulating the emotional reactions in order to meet one’s goals

Social Cognition &Theory of Mind

The ability to understand that others’ thoughts, feelings and experiences differ from yours.

Critical in being able understand the social norms. This in turn helps to guide you in how to regulate your behavior (or manage the expression of the Zone) to social demands.

Uta Frith and Simon Baron Cohen

Social Thinking® and Social CompetenciesMichelle Garcia Winner, 2005

www.socialthinking.com

• Curriculum designed to teach students how to understand how the social world works rather than simply learn social skills and rules

• Explores concept of thinking about others in the shared environment to help guide interactions

• Teaches how to regulate one’s own behavior based on other peoples’ thoughts and expectations

Integration of Social Thinking® Concepts in Zones Curriculum

• Expected vs. Unexpected behavior related to management of Zones

• Good thoughts vs. uncomfortable thoughts• Your behavior changes my thoughts and feelings• Social Behavior Maps• Size of the Problem• Superflex®

“Kids do well if they can!”- Ross Greene

• Challenges occur when the task or situation outstrips our capacity to cope.

• Discover lagging skills• Collaborative and

Proactive Solutions (CPS)

www.livesinthebalance.org

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These are the invisible disabilities

www.livesinthebalance.org

We Need to Check Our Lenses Our Well of Coping Capacity

• Reservoir always changing• Some more abundant then

others• Some days better than

others• Empathize, support and

teach rather than punish, shame and demean

Understanding BehaviorMake Sure Foundational

Needs Are Met

Exercise/Play

Food

Sleep

Water

Love/Security

A framework to simplify how we think about

and manage our feelings and states

Easy Language

Visual Structure

Systematic

The Framework

What it IS• A teaching tool

• A cognitive framework

• A way to nurture development of skills

• Supportive in nature

What it ISN’T• A discipline model

• A behavior approach

• A way to shame for negative behavior

• Punitive in nature

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Proactive Interventions and ZonesZones can be used as a Tier 1-3 intervention

– Tier 1: • Whole class instruction on The

Zones • Poster in classroom • Toolbox accessible for all

– Tier 2:• Small group instruction with

students needing additional support

• Deeper exploration of tools• Self-monitoring set up daily

– Tier 3:• Individualized instruction and

support

www.rti4success.orgwww.pbis.org

Goals of The Curriculum• To teach the students:

• Identify their feelings and levels of alertness

• Effective regulation tools• When and how to use tools• Problem solve positive solutions• Understand how their behaviors

influence others’ thoughts and feelings• And ultimately move towards…

• Independent Regulation!

Four ZONES used to describe: WHAT WE ARE FEELING ON THE INSIDE

• Feelings• Energy• Level of arousal

BLUE ZONERest/Re-Energize

• Low state of alertness and energy

• Down feelings• May feel:

– Sad– Sick– Tired– Bored

GREEN ZONEGood to Go

• Calm and organized state of alertness

• Neutral emotions• May feel:

– Happy– Content– Focused– Ready to learn

YELLOW ZONEBe Aware/Take Caution

• Higher state but still have some cognitive control

• Energy is up• Emotions elevated• May feel:

– Frustration/Stress– Anxiety– Excitement or Silly– Wiggly or Agitated

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RED ZONEOften have to Stop and Notice

• Very heightened state of alertness

• May be in Fight, Fright or Flight mode

• Intense emotions• May feel:

– Elated, Ecstatic– Enraged/Angry– Terror/Panic– Devastation

Red Zone is NOT the “Bad Zone”

This Photo by Unknown Author is licensed under CC BY-NC-SA

How are you Feeling?

What Zone Are You In?

External Factors in Managing One’s Zone:

• Context-Situation/Setting plus the people around

• Task Demands- What is being asked of you

• Goals- What do you want to accomplish (short term and long term)

Zones Equation for Regulation

Internal State

Feeling

ZoneDo I need to manage my

Zone?

Expression meets social/

environmental demands and

supports accomplishing

personal goals and tasks

Expression creates uncomfortable

feelings in others and interferes with achieving personal goals and/or task

demands

Navigating The Zones

andAdvanced

Pack

Teaching Pathways

to Regulation

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Steps of The Zones Pathway

1. Situation or Event Triggers Us2. Notice the Feeling/s Within Us3. Determine How Best to Manage It

– Utilize Tools– Problem Solve Strategies

4. Reflect On What Is Working and If Additional Strategies/Problem Solving Are Needed

Outcomes of Managing Your Zone

• Behavior does not determine your Zone. • Behavior is a by-product of how we manage our Zones. • Management of Zone in the context you are in impacts if

behavior is Expected or Unexpected*

*Expected/Unexpected behavior is .socialthinking.com vocabulary by M.G. WinnerGraphic credit to Attention Magazine, Oct. 2012

Important Points• There is no “bad” zone• Natural to experience all

four zones • Learn to manage zone

according to goals, social context & environmental demands

• Create a culture where everyone experiences the Zones

• You can be in more than one zone at a time

• Some emotions can fall in more than 1 zone


Assessment and Data Collection• Observation• Interview• Behavior Rating Inventory of Executive Function® (BRIEF)• Sensory Processing Measure (SPM) or Sensory Profile• Behavior Assessment System for Children, Third Edition (BASC-3)• Social Skills Rating System (SSRS)• ILAUGH Model-informal social cognitive assessment by Michelle Garcia

Winner• Self-Regulation Data Collection (available on

www.zonesofregulation.com) • SCERTS Model- Informal measure examining regulation abilities and

mutual vs. self-regulation (Prizant et al)

Self-Assessment Pre/Post

Found on www.zonesofregulation.com. Contributed by Kryssi Plasch

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Where to Start?

Found on Page 18-19 in The Zones of Regulation curriculum

Set Up:

• Create folders• Send home:

– Information about The Zones* (Reproducible A)

– The Zones Glossary* (Reproducible B)

– Refrigerator Visual* (Reproducible E)

*Set up handouts available in Spanish, French and English at

Zonesofregulation.com

Consider an Interactive Learning BoardIntroducing The Zones To Students

Lesson 1-3 and Adaptations

• Become familiar with The Zones

• Increase emotions vocabulary

• Increase recognition of facial expressions

Zones Visual for Older Grades

Picture and idea by www.schoolcounselingfiles.com

Zones Collage

File of Google images available on Facebook Group:The Zones of Regulation In Action

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Using Children’s Literature

• Match character to corresponding zone

• Make connections:– “Tell me about a time you

felt …”– “Show me how … looks on

you.”– “What Zone does that

emotion go in?”

Considerations: Age and Cognitive Abilities

• Scale down to 1-2 basic emotions per Zone• Pair 1-3 tools for each Zone• Create a simple routine to follow

“What Zone Are You In?”The Friend Ship by Erica Bland

Songs to encourage social communication and emotional

regulation in young children

Available on Amazon, iTunes &http://thefriendshipforkids.com/

Zones allows for individualization

Relevant to what the individual:

• Understands

• Experiences

Zones Check-In

• Small group/ individual check-in with visual

• Popsicle stick with name dropped in colored container representing Zone

• Clothespin with name clipped to Zones Poster

Adapting for a students with cognitive impairments

Adapted Communication Board

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Visuals for Students to Check-In

in the I can try

ZONE

ZONE

ZONE

I feel

ZONE

I feel in the I can try:

ZONE

I feel

in theI can try:

ZONEoror

Chain on More Feelings or Tools

Self-Monitoring and Non-Verbal Communication

Exploring Emotions

Within Zones

Videos to Teach Emotions/Zones

• Disney movies: Inside Out, Finding Nemo, Frozen• Charlie Brown• Sesame Street• Daniel Tiger• Donald Duck• Winnie the Pooh• Wallace and Gromet• Friday Night Lights• Big Bang Theory• Friends

https://www.pinterest.com/elizasautter/video-clips/

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The Zones in Me

• Students learn to ID Zones in themselves

• Learn it is natural to experience all the Zones

• Increase awareness on how external factors impact their Zone

Fun Adaptations Using Scenarios

• Target for each Zone– Hula Hoops– Spots

• Bean bags• Scooters• Trampoline• Swing• Angry Birds

Caution! Triggers Ahead

• Recognize personal triggers

• Work to problem solve triggers

• Build foresight and perspective taking

Me in My Zones:Learning to ID Zones in Self

Me in the

2nd Grade Student

Lesson 6

Building Awareness &

Identifying Body Cues

• Voice tone, rate, volume

• Heart rate and breathing

• Thinking abilities and patterns

• Facial expressions• Body language • Gestures/actions• Muscle tension

The Zones of Regulation App

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Winner of the Mom’s Choice Award

Check in with Body Scan Chart

Kelly Mahler: Interoception, www.kelly-mahler.com

Draw a Picture of Self

in Each of the Four Zones

Me in the

8th Grade Student

Uncomfortable Thoughts

Good Thoughts

Good Thoughts

Graphing My Zones with Perspective Taking

Zones of Regulation: Exploring Emotions App

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Data Driven Services

• Compare graphs over course of time– Does student’s day become more regulated?– Look at antecedents to dysregulation (i.e. always in math)– Notice what is working (i.e. consistently managing self

well in P.E. and recess)– Help to inform us what we could do different in future

Understanding S Toolshelp wake up our bodies,

provide comfort, and regain focus.help us stay calm,

focused and feeling good. These are often proactive strategies.

help us regain control and calm ourselves.

help us stay safe and start to calm down.

Build insight into the impact of EACH tool on brain and body

• Tool of the Week• Allow time to practice:

Tools need to become second nature

• Notice how each tool affects oneself

• Match tools to the zone/zones it helps to regulate

This Photo by Unknown Author is licensed under CC BY-SA-NC

Self-Reflection on Tools

Exploring Various Types of Tools

Top-down looking to catch the

thought

Bottom-up toolsOrganize your

sensory system Integrate the Mind and Body

Sensory Supports

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Breathing TechniquesInteractive

Tools on The Zones of Regulation

App

Size of the Problem• Big picture thinking and objectivity• Perspective taking• Egocentric versus exocentric application

Michelle Garcia Winner, 2005 www.socialthinking.com

The Inner Coach vs. The Inner Critic

Help student recognize + & -thought patterns

– “I hear your Inner Critic. What can your Inner Coach say back?”

Adaptations for younger students:– Give + and – self-talk a name

• Mr. Happy and Mr. Mean

– Draw a picture of each– Include speaking bubbles

STOP, OPT and GO

• Increase problem solving/planning abilities

• Decrease impulsive/reactive behaviors

• Work together as a team using game with scenarios

• Keep reusable copy with student for quick access

• Post visuals of stoplight for cueing

We All Work on Self-Regulation…

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Tips for Supporting Students in the Red Zone

• Pre-teach Red Zone tools• Safety is first priority• Limit verbals• This is not a teachable moment• Validate the student’s feelings • Evoke some of the emotion in yourself• Give them time and space• Process later using STOP, OPT and GO Solution Finder

(Reproducible GG)

-Siegel and Byrson

Regulation Stationsteachinginprogress.blogspot.com kinderfriends.comhttp://ana-white.com/2011/06/

easy-kids-tent-reading-nook

Plush BottomDog bed, camp mat, foam

flooring, gym mat

Diminish StimuliFabric (tent,

netting, curtains) to absorb sound and block visual

BurrowPillows, bean bags,

stuffed animals, weighted blanket

Tool BoxBooks, headphones, fidgets,

visuals

Building Coping Capacity in the Red Zone

• Video Model-student pretending to be in Red Zone and demonstrating how to use tool– review often

• Make up social story or simple PowerPoint for student to view on Red Zone feelings and how to cope

• Remember that tools can progressively become more adaptive

The Toolbox

• Understand they can engage in different strategies to manage each zone to self-regulate

• Display in places where students frequently view

• Give copy to all supporting student

• Lesson 13

• Use to reduce verbals

• Choice board • Glue vs. Velcro• Geared for younger

and students with cognitive impairments

• Simplify as needed• Lesson 13

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Check-In Visuals

Access Across

Settings

Learning to use our tools as soon as we move into the less regulated states

Get Back to Green?or

Manage our Zone?• We CAN’T change the way students feel… we CAN help them manage

those feelings and states• Talk about the expected behaviors for the social and environmental

context • Inquire about Zone and how it may be impacting the student meeting

the expectations of situation• Problem solve tools to manage their Zone to meet goals and keep

those around them comfortable. • NEVER make them feel bad about the Zone they are in. Support them

in regulating the feelings they have.

Supporting Management of Zones

1. Let’s go and check your Zone.2. Your body is telling me you may be

feeling wiggly in the Yellow? 3. What’s a (yellow zone) tool we can use

to help us take care of the Yellow Zone and keep our hands quiet?

OR1. What Zone are you in?2. Let’s think of a tool to help in the ___

Zone so everyone is comfortable and we… (ie: get back to the fun)?

Working as a Multi-Disciplinary TeamWe are all STAKEHOLDERS- Collaboration between parents and professions is essential!

– SLPs: social cognitive skills, EF, emotional awareness, communication– OTs: self-regulation skills, EF, social skills, learning and management of

tools– PTs: tools, carryover, postural control, movement – Psych Field: Emotional awareness, tools, crisis/trauma– Teachers and Aides: Daily implementation, reinforcement,

generalization– Counselors/Social Workers: Bridge between Sp. Ed. & Reg. Ed,

individual intensive instruction– Administration: Leadership, creating the culture, – Parents: Invaluable knowledge on student, assist in carryover in home

and community

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What Our Role Can Look Like

School Wide– Work with admin to see what

student body’s needs are– Educate all staff on concepts &

strategies to enhance the SEL for all students

– Foster a supportive culture with common language

– Consult & provide resources

School Wide Considerations &

Ideas• Zones Leadership Group• Communication with parents on

Zones concept• Send out Tool or Emotion of the

Week • Plan for implementation• Volunteers to make visuals• Accessing grants for funding

SCHOOLWIDE RESOURCES:(available on zonesofregulation.com)

• Schoolwide Zones "Cheat Sheet"

• Schoolwide Implementation Guide

• Implementation and Fidelity Checklist

• Web-based Consultation with Schoolwide Specialist,Emily Walz

Schoolwide AssemblyScript and video at zonesofregulation.com

Photo Credit: Shannon Kerns

Zones Bulletin Board

Picture by Jeanie Siefert Castrigano

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Zones Quilt In Hallway What Our Role Can Look Like

Whole class • Push in lessons for regular education

classrooms• Student generalizes skills with teacher

reinforcement• Supportive culture: we all work on self-

regulation• Common way for teacher to approach

behavior needs for all students• Ongoing coaching and consulting with teacher

Zones Book and Written Expression

Idea and Pictures by Julie McKenzie Brizes


Small groups– Students with similar needs

together learn and practice critical skills

– Builds a supportive communityIndividual therapy

– Intensive intervention– Significant individualization to

meet needs

• Home and Community– Assist in carry-over between

home/community/school environment

– Education – Resources for caregivers, coaches,

neighbors – In home or community skill

building


By Elizabeth Sautterwww.makesociallearningstick.com

Take Homes• It is natural to experience

all the Zones • Slow and Steady • Create a culture of

understanding and acceptance

• Use proactively: Teach… practice… reflect

• Incorporate tool practice into daily routine


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Lastly: Celebrate Success!

• Celebrate achievements in using tools to regulate Zones

• Positively reinforces attempts to regulate

• Generalize use of tools across environments

From all the students and myself… Questions to Ponder?

• Do you have students that you work with that could benefit from the Zones framework?

• What strengths do you have to help implement this framework?

• How and where would the learning occur and in what format?

• How would you organize the curriculum in order for others to gain access?

• Would you foresee any projected hurdles?

Zones Speaking Collaborative:Elizabeth Sautter, MS CCC

• Speech-Pathologist specializing in social cognition, self-regulation and executive functioning

• Owner of clinic and years of teaming with schools to support social-emotional skills

• Co-author on Navigating The Zones: Pathways to Self-Regulation and Advance Pack

Purchasing Books, Games & Posters

Exclusive seller of Zones of Regulation Curriculum and companion products.

www.socialthinking.com

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Guidelines for Use of The Zones of Regulation Name and Materials

For information on sharing intellectual property on The Zones, please review the do’s and don’ts found in the link below:

www.socialthinking.com/LandingPages/Intellectual%20Property

Email [email protected] with questions

• www.zonesofregulation.com• www.socialthinking.com• www.5pointscale.com• www.efpractice.com (Sarah Ward)• https://youtu.be/DXsT7Q43icE (Friends? Video Clip with Red and Green Character)• www.livesinthebalance.org (Ross Greene)• www.jillkuzma.wordpress.com• www.kimochis.com• www.thegraycenter.org (Social Stories)• www.spdfoundation.net• www.braingym.org• www.autisminternetmodules.org• www.alertprogram.com• www.yogacalm.org• www.pandasnetwork.org• www.makesociallearningstick.com

Useful Websites…

There’s An App for ThatSocial• Social Skill Builder• Social Express Lite• iConversation Builder • Super Duper “What are they

thinking?• Super Duper “What Would You

Do at School If…”• Super Duper Understanding

Inferences” • Hidden Curriculum Kids • Hidden Curriculum-for adults

and adolescents • iTakeTurns • Balloon Free- Stick a talking

bubble in your photos• Photo comic- comic strip design • Strip Design• Social Adventures

Schedules• First-Then Visual Schedule • ChoiceworksOther visual supports • Pic Collage • Doodle BuddyBrain/body/wellness/sensory• More Water • Waterlogged• Buddhify • Pocket pondCommunication with Teachers • Class dojo Regulation

• The Zones of Regulation• Stop Breathe and Think Emotions

• Emotions by Avokiddo• Emotionary

Brain Information• 3D BrainJournaling or creating story narratives• Book Creator• My Story Book

Creator for Kids• Toontastic• Script designerTimers• 30/30• 360 Thinking

Evidence Based Practice vs.. Practice Based on Evidence

– Zones Concept is grounded by science and based on immense evidence:• Central Coherence Theory• Theory of Mind• Systemizing Theory• Self-Management• Cognitive Behavior Therapy• Executive Functioning• Social Thinking

– Literature Review on www.zonesofregulation.com– Featured as a “Promising Practice” in Attention Magazine

(October, 2012) and in AOTA’s SISIS– Qualitative Evidence and positively reviewed by experts

References and ResourcesBarkley, R. A. (1997). Behavior inhibition, sustained attention, and executive functions:

Constructing a unifying theory of ADHD. Psychological Bulletin,121(1), 65-94.

Blair, C., & Razza, P. (2007). Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development, 78(2), 647-663.

Bronson, M. (2000). Self-regulation in early childhood.

Buckley, A. The kids yoga deck

Buron, K. D., & Curtis, M. (2003). The incredible 5-point scale.

Cain, J. (2000). The way I feel.

Curtis, J. L. (1998). Today I feel silly & other moods that make my day.

Dawson, P. and Guare, R. (2009) Smart but Scattered.

Dennison, P., & Dennison, G. (1994). Brain gym: Teachers revised edition

Greene, R. W. (2006) The explosive child

Greenspan, S. (1997). Infancy and early childhood- The practice of clinical assessment and intervention with emotional and developmental challenges.

Greenspan, S. (1997). Infancy and early childhood- The practice of clinical assessment and intervention with emotional and developmental challenges.

Kopp, C. (1982) Antecedents of self-regulation: A developmental perspective

Kuypers, L. M., (2011). The zones of regulation: A curriculum designed to foster self-regulation and emotional control.

Kuypers, L., Rossman, T., & Sautter, E., (2018/2019). Navigating the zones and Advanced pack.

Leibermann, D., Giesbrecht, G.F., & Muller, U. (2007). Cognitive and emotional aspects of self-regulation in preschools. Cognitive Development, 22(4), 511-529.

Madrigal, S. & Winner, M. G., (2008). Superflex: A superhero social thinking curriculum.

Miller, L. J. (2006). Sensational kids.

Prizant, B., Wetherby, A., Rubin, E., Laurent, A.,& Rydell, P, (2006). The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders.

Sautter, E. (2014). Make social learning stick!

Siegal, D. & Byson, T. P. (2011). The whole-brain child.

Williams, M. S. & Shellenberger, S. (1994). “How does your engine run?” A leader’s guide to the alert program for self-regulation.

Winner, M. G., (2005). Think social! A social thinking curriculum for school-age students.

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Documents

Handouts Winter Spring 2020 6 to a page - AEP Connections · Emotions and Internal States of Arousal Impacted by: •Neurotransmitters and brain activity •Sensory events ... adaptive