nice to meet you! - zones of regulation

Spring 2020The Zones of Regulation®

www.zonesofregulation.com Copyright Leah Kuypers, 2018

A Framework to Address Self-Regulation & Emotional Control

Presented by Elizabeth Sautter, MA CCC-SLP

Based on the Original Work of

Leah Kuypers, MA Ed., OTR/Lwww.zonesofregulation.com

A Framework to Address Regulation & Emotional Control

www.zonesofregulation.com

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Nice to Meet You!

•Speech and Language

Pathologist/Social Cognitive Specialist

•Co-Director/Owner – Communication Works

(CW) Non Public Agency – School Placements,

Support and Collaboration: cwtherapy.com

•Author, speaker, blogger, butterfly catcher and

releaser: MakeSocialLearningStick.com

•Mom, sister, cousin of different types of learners

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@zonesofregulation#zonesofregulation

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

• Author and Developer of the Zones of Regulation® Curriculum and Apps

• Occupational Therapist

• Autism Specialist4

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ZONES OF REGULATION

Disclosures

Course Content Disclosure:This course will focus on primarily one

product, methodology and curriculum, The

Zones of Regulation®.

Financial Disclosure: Elizabeth Sautter is an independent contractor,

with Kuypers Consulting and receives a

speaking fee for her presentations as well as

royalties for the co-created Zones of

Regulation products and her authored books.

Non-financial Disclosure:Elizabeth Sautter has no non-financial

relationships to disclose.

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The Plan

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• Understanding Self-Regulation

• How to Build Regulation Skills: The Zones of Regulation®– Framework and set up– Lesson examples– Exploring Tools – Implementation

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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

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Roller Coaster Ride of Emotions and Internal States of Arousal

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Components of Self-Regulation

1. Sensory Processing and Modulation

2. Emotional Regulation3. Executive Functioning4. Social Cognition

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Development of Self-Regulation

• Initial Behavior Strategies• Progress into Language Strategies• Final level- Metacognitive Strategies

-Greenspan, S. (1997)-The SCERTS Model, Prizant et al. (2006)

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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

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Increase in ACES correlates with

increased risk of depression, mental distress, disability &

early death

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

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http://www.cdc.gov/violenceprevention/acestudy

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



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

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You must be able to REACH them before

you can TEACH them

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We Need to Check Our Lenses• “Kids do well if they can!”

- Ross Greene– Collaborative & Proactive

Solutions

• If they are not doing well,we need to figure out why

• Challenges occur when the task or situation is new or difficult

• These are the invisible disabilities 15www.livesinthebalance.org

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A framework to simplify how

we think about and manage our feelings and states

Easy Language

Visual Structure

Systematic

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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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Goals of TheCurriculum

• 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… • More Independent Regulation!

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

• Feelings• Energy• Level of arousal

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BLUE ZONERest/Re-Energize

• Low state of alertness and energy

• Down feelings• May feel:– Sad– Sick– Tired– Bored

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GREEN ZONEGood to Go

• Calm and organized state of alertness

• Neutral emotions• May feel:– Happy– Content– Focused– Ready to learn

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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

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Red Zone is NOT the “Bad Zone”

24This Photo by Unknown Author is licensed under CC BY-NC-SA

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https://www.flickr.com/photos/cobalt/3389958080/

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How are you Feeling?

What Zone Are You In?

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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)

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Zones Equation

Feeling

State

Zone

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Trigger

Do I need to manage my

Zone?

Expected for situation and demands. Will

behavior accomplishing goals

and tasks?

Or will behavior create uncomfortable feelings in others and

interferes with personal goals and/or

task demands?

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Behavior Does Not Equal 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

Graphic credit to Attention Magazine, Oct. 2012

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Navigating The Zones andAdvanced Pack

Teaching Pathways to Regulation

Created by Leah Kuypers, Terri Rossman and Elizabeth Sautter

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

zones • Learn to manage zone

according to goals, social context & demands

• Some emotions can fall in more than 1 zone

• Can be in more than 1 zone at a time

• Create a supportive culture

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

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Scope of Full Curriculum

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

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Set Up:

• Create folders• Send home:– Information

about The Zones (Reproducible A)

– The Zones Glossary (Reproducible B)

– Refrigerator Visual (Reproducible E)

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Introducing The Zones To StudentsStart with Lesson 1

• Become familiar with The Zones

• Increase emotions vocabulary

• Increase recognition of facial expressions

Consider physical space and time in schedules

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Zones Collage

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

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Zones Visual for Older Grades

Picture and idea by www.schoolcounselingfiles.com

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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?”

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Identifying Emotions and Zones in Characters

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Mindwings Concepts

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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

39https://www.pinterest.com/elizasautter/video-clips/

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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

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Popsicle Stick Check-In41

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Visuals for Students to Check-In

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Adapting for a lower functioning or preschool population

Communication Board

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Self-Monitoring and Non-Verbal Communication

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The Zones in Me-Lesson 4

• Students learn to ID Zones in themselves

• Learn it is natural to experience all of the Zones

• Increase awareness on how external factors impact their Zone

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Use Apps (Pic Collage) and games to Teach Emotions and Zones

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Me in My ZonesLearning to ID Zones in Self

Me in the

2nd Grade Student

Lesson 6

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Lesson 6

• Completed during written expression

• Addressed labeling and identifying feelings

Contributed by: Stephanie Murphy @MrsMurphy_Lasso

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https://twitter.com/MrsMurphy_Lasso



Lesson 8-9 My Zones Across the Day and Triggers

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Uncomfortable Thoughts

Good Thoughts

Graphing My Zones with Perspective Taking

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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

future53

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Caution! Triggers Ahead

• Recognize personal triggers

• Work to problem solve triggers

• Build foresight and perspective taking

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What are your

Triggers?

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Lesson 10-12: Developing Tools

• Some are cognitive in nature and may not be applicable to preschool/lower-functioning students

• Model the tools and language yourself• May not see students “using” the tool but you

may hear it in their communication to others or reflective in their actions– “You can go first, it’s only a small problem”– “You can have it, I can be flexible”– “How about …” (problem solving and offering

solutions)

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Understanding S Toolshelp wake up our bodies,

feel better, 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.

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Exploring Various Types of Tools

Top-down looking to catch the

thought

Bottom-up toolsOrganize your

sensory system Integrate the Mind and Body

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Build Insight Into the Impact of EACH Tool on Brain and Body

• Notice how each tool affects oneself

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

• Use tool worksheet to reflect• Tool of the Week• Tools need to become second

nature

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Practice Tool, Then Reflect

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Self-Reflection on Tools

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Make Sure Foundational Needs Are Met

Exercise/Play

Food

Sleep

Water

Love/Security62

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Alternative Seating Options

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

Green Zone Tools for aa Sensory Friendly

Classroom• Fidgets and adaptive seating

options available• Noise blocking

headphones/visual screens• Movement breaks integrated

into schedule• Calming Corner (lower light,

decreased visual and auditory)

• “Fair is not Equal” lesson

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

easy-kids-tent-reading-nook

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Tools & Accommodations to Support Whole Body Listening

•Think about speaker

•Limit distractions

•Look toward speaker

•Limit distractions and

visual clutter

•Think about the

feelings of others

•Use supportive and friendly comments

•Theraband around

legs of chair

•Cross or sit on your feet

•Explore proper seating

•Limit auditory distractions

•Use of amplifier or noise

blocking headphones

•Pause and think before you

speak

•Chew Gum, crunchy food.•Drink water-try using a straw

•Use a fidget or doodle

•Squeeze hands together

•Sit on hands or put in pocket

•Explore sensory strategies

and exercises

•Deep breathing•Adaptive seating options

•Lap pad or pressure vest

66Kuypers and Sautter, 2012

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https://www.researchposters.com/templates

https://creativecommons.org/licenses/by-sa/4.0/



Breathing Techniques

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Interactive Tools on The Zones of Regulation App

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

Michelle Garcia Winner, 2005 www.socialthinking.com

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http://www.socialthinking.com/



5th Grade HallwayContributed by @Ausomelearners

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The Inner Coach vs. The Inner CriticHelp 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

bubbles71

Problem

Solving

with

Stop,

Opt

and Go

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The Toolbox

• Understand they can engage in different strategies to manage zone when needed

• Display in places where students frequently view

• Give copy to all supporting student

• Lesson 13

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• Choice board • Glue vs. Velcro• Geared for

non-readers• Simplify as

needed• Lesson 13

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Chain on More Feelings or Tools as Student Demonstrates Awareness

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in theI can try

ZONEoror

I feel

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in the I can try

ZONE

ZONE

ZONE

I feel

ZONE

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We All Work on Self-Regulation…

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Consider your tools that help

you self-regulate:

• Sensory supports– Exercise, oral, fidgets, music

• Emotional Regulation– Calming strategies

• Executive Functioning– Organization strategies– Thinking strategies

• Social– Connecting– Getting support

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Tracking My Tools

• Increase use of tools• Built in self-monitoring• Awareness of which

tools are most effective• Reinforce giving tools a

try• Build internal

motivation

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Learning to use our tools as soon as we move into the

less regulated states.81

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Stop and Use a Tool

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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)?

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Tips for Handling the Red Zone

• Pre-teach Red Zone tools• Create a safe spot• Safety is first priority• Limit verbals• This is not a teachable moment• Validate the student’s feelings • Give them time and space• Process later using STOP, OPT and

GO Solution Finder (Reproducible GG)84– Siegel and Byrson

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Managing the Red Zone

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

• Use a Social Story or simple PowerPoint for student to view on Red Zone feelings and how to regulate

-Carol Gray85

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Ideas to Support Kids Who Show Resistance

• Take time to build rapport• Collaborative & Proactive Solutions • Ask them, “ What is working for you? What

isn’t?”• Take out the Zones language• Back off the Zones for awhile, build skills in

supporting areas• Social Behavior Maps (Michelle Garcia Winner,

2005 www.socialthinking.com)86

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• Ask for a “try In” vs. a “buy

in”

• Point out expected times in the Blue, Yellow and Red

Zone

• Throw yourself under the

bus: Talk about all your

unexpected and expected red

zones moments and how you

handled them87

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Working as a Multi-Disciplinary Team• We 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 88

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–Counselors/Social Workers: Bridge between Sp. Ed. & Reg. Ed, individual intensive instruction–Early Childhood Educators:

Daily support, adapting for younger children, play-based–Administration: Leadership,

creating the culture –Parents: Invaluable

knowledge on student, assist in carryover in home and community 89

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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

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http://www.rti4success.org/

http://www.pbis.org/



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?

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What Our Role Can Look Like:

School Wide

• Work with admin to discover needs

• In-service/educate ALL staff on concepts and strategies to enhance the social emotional skills of all students

• Create a zones leadership group and plan for implementation

• Provide resources and consultation for staff 92

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School Wide Considerations

(con’t)• Send out tool or emotion

of the week • Find volunteers to make

visuals• Accessing grants for

funding• Help to foster a supportive

culture with common language

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Interoception (Mahler) and the Zones of Regulation

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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

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Interactive Learning Board

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Zones Book and Written Expression

97Idea and Pictures by Julie McKenzie Brizes

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What Our Role Can Look Like:

Small groups– Students with similar needs

together learn and practice critical skills

– Builds a supportive communityIndividual therapy– Intensive intervention– Significant individualization to

meet needs

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What Our Role Can Look Like: Supporting Parents/Caregivers

• Home and Community– Assist in carry-over between

home/community/school environment

– Use for parent/caregiver education

– Resources for caregivers, coaches, neighbors

– Use for in home therapy or community skill building

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By Elizabeth Sautter

www.MakeSocialLearningStick.com

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Take Homes

• It is natural to experience all the Zones • Take it 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

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

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Find The on the Web

www.zonesofregulation.com-Training info & schedule-Products-Articles and Evidence-Free Resources-Newsletter Sign-up

Facebook: Zones of Regulation (Info)Zones of Regulation in Action (group forum)

Twitter: @zonesofreg#zonesofregulation

Pinterest: www.pinterest.com/zonesofreg

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Purchasing Book & Posters

Exclusive seller of Zones of Regulation Curriculum Book and Posters

www.socialthinking.com

Purchasing Book & Posters

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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

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http://www.socialthinking.com/LandingPages/Intellectual%2520Property



• www.zonesofregulation.com• www.5pointscale.com• www.socialthinking.com• www.efpractice.com (Sarah Ward)• www.rti4success.org• www.livesinthebalance.org (Ross Greene)• www.jillkuzma.wordpress.com• www.kimochis.com• www.mscd.edu/extendedcampus/toolsofthemind/• www.thegraycenter.org (Social Stories)• www.spdfoundation.net• www.braingym.org• www.autisminternetmodules.org• www.alertprogram.com• www.yogacalm.org• www.pandasnetwork.org

Useful Websites…

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There’s An App for That

Social• 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 Buddy

Brain/body/wellness/sensory• More Water • Waterlogged

• Buddhify • Pocket pond

Communication with Teachers • Class dojo Regulation

• The Zones of Regulation• Stop Breathe and Think

Emotions• Emotions by Avokiddo• Emotionary

Brain Information• 3D Brain

Journaling or creating story narratives• Book Creator

• My Story Book

Creator for Kids• Toontastic

• Script designerTimers• 30/30

• 360 Thinking

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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

108

http://www.socialthinking.com

http://www.5pointscale.com


http://www.efpractice.com/

http://www.rti4success.org/

http://www.livesinthebalance.org/

http://www.jillkuzma.wordpress.com/

http://www.kimochis.com/

http://www.mscd.edu/extendedcampus/toolsofthemind/

http://www.thegraycenter.org/

http://www.spdfoundation.net/

http://www.braingym.org/

http://www.autisminternetmodules.org/

http://www.alertprogram.com/

http://www.yogacalm.org/

http://www.pandasnetwork.org/

http://www.zonesofregulation.com/



References and ResourcesAmen, D. (1998). Change your brain, change your life.

Ayres, A. J. (1972). Sensory integration and the child.

Barkley, 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.

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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.

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.

Myles, B. S., Cook, K. T., Miller, N. E., Rinner, L., & Robbins, L. A. (2000). Asperger syndrome and sensory issues.

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. & Wilson, K., (2011). Whole body listening Larry at school/home.

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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nice to meet you! - zones of regulation

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