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Overview of the Zones of Regulation
Transcript of Overview of the Zones of Regulation
s of Regulation
Leah Kuypers MA ed. OTR/L
THE LEARNING ZONE!
When our brains and bodies need to be in the LEARNING ZONE or GREEN ZONE, we use tools to help us reach the "just right" state for learning. Three types of tools we use:
What is self regulation?
The four zones are:
We are expected to be in the GREEN ZONE while we are learning. It is when our brains and bodies are relaxed and focused!
During times such as recess, lunch, and school social events it's expected for us to be in the YELLOW ZONE!
When we are at school, the RED ZONE is never expected! We must keep ourselves and others safe!
Recognizing, filtering, & interpreting sensory information to produce the desired outcome
The control center in our brains that oversees actions and mental operations (attention shifting, working memory, planning, inhibition, self-talk, flexible thinking, etc.)
Controlling emotions: monitoring, evaluating, and modifying the intensity and timing of your emotional response. Emotions are triggered in response to events. Objectivity, motivation and understanding other's perspective are used in regulating emotion.
What is the Zones program?
*cognitive behavior approach used to teach self-regulation ( social, emotional and sensory regulation): ages preschool and up
* taught by teachers, OTs, SLPs, counselors, psychologists, parents, etc.
* It uses concepts from the Alert Program, 5 Point Scale, and Social Thinking
What are the goals?
1.Recognize and communicate different zones in a non-judgmental way
2. Learn to use tools to stay in or move between zones
3. Develop an individualized toolbox
4. Recognize triggers and when to use tools
5. Recognize other's emotions and how one's behavior impact others
6. Independent Regulation: controlling emotions/impulses, managing sensory needs, and improving their ability to problem solve conflicts.
*Lessons set out to teach how to read other's facial expressions and recognize a broader range of emotions, perspective about how others see and react to their behaviors, insight into events that trigger their less regulated states and when and how to use tools and problem solve.
We can even be in multiple zones at one time!
How to support this program
To self-regulate, 3 neurological components need to be integrated:
EXAMPLE OF A STUDENT'S TOOLBOX
Daily tracking helps identify zones, emotions, triggers, impact on others, and tools.
"View" of Zones
(self-management, anger control, impulse control)
Obtaining the best state of alertness of both the body and emotions for the specific situation.
What is your alertness level like in the library versus at a sporting event?
Most interventions occur in this zone
Adopted from: K.Plasch
School Counselor/Northern Lights
Modified by: J. Renegado, OTR/L
Montgomery County ESC
LIFE IS FULL OF ZONES
Zones helps all people. Everyone experiences difficulties in regulation from time to time. With consistent exposure, people of various ages and cognitive abilities can gain awareness of their zones. We all encounter trying situations that test our limits.
Make comments aloud. Example: "This is really frustrating me and making me go into the Yellow Zone. I need to use a tool to calm down. I will take some deep breaths."
Point out observations.
Talk about what zone is "expected" in the situation or how a zone may have been "unexpected."
Share how his/her behavior is affecting the zone you are in and how you feel.
Encourage the student to share his or her zone with you
Make sure you frequently reinforce the student for being in the expected zone rather than only pointing out when his/her zone is unexpected.
Remember you, yourself can be the biggest zone mover
It's best not to reward students for staying in the Green Zone, as it is not always the expected zone. If you set up a reward system based on regulation, make sure to give praise/rewards when students make attempts to manage their Zones, even if they are not successful.
Skills need to be practiced when in the green zone so that the student is prepared to handle yellow zone feelings. Tools will not work if only introduced under stress.
It's best to experience the natural consequences of being in the Red Zone. If students' actions hurt others or destroy property, the students need to repair their relationships and take responsibility for any property damage or messes they made.
Adopting Ross Greene's mantra,
"kids do well if they can"
(The Explosive Child, 2006), students should be taught skills to control their behaviors versus being punished for disruptive behaviors. No student wants to have the reputation of being the
They just might not have the skills to act differently. Point sheets, level systems, and time outs do not address the core issue of
building underlying skills
When we experience stress/trauma and enter the fight/flight/freeze mode, we may lose control. It may take hours for stress chemicals to lower. Due to cognitive, physical, and emotional delays present at birth or through trauma, some students may live their lives in the yellow zone where stress chemicals are always elevated. They might not know it or be able to express it. Processing is most productive when the person has returned to the green/learning zone. Please give the person time to calm so that a red zone pattern is not repeated. Take time to analyze the small, unnoticed triggers. Remember, everyone's perceptions and sensory thresholds are different.
Examples of higher and lower level processing sheets
PROCESSING IS IMPORTANT
*Apps: Exploring Emotions