Zones of Regulation &

MindUP

Amy, Christina, Cara & Kristina

Debate PresentationEDPS 612.03

Presentation Overview

• Introduction of chosen Topic• Overview of Zones of Regulation• Arguments against intervention &

responses• Overview of MindUP• Arguments against intervention &

responses• Closing remarks

Self-Regulation

• One’s ability to adjust their level of alertness and how they display their emotions though their behaviour to attain certain goals in socially adaptive ways (Bronson, 2001)

• Increasingly seen as essential for enabling children to respond efficiently and effectively to the everyday challenges they face in and out of school (Shanker, 2013).

Why self-regulation& social-emotional learning?

Greater attention has been given to the development of self-regulation & social-emotional learning in schools.

More school districts are adapting their curriculum to include these programs as Tier 1 & 2 prevention efforts.

Evidence continues to show that students, who are able to self-regulate and have good social-emotional skills, have better academic performance.

• The Zones is a systematic, cognitive behavior approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete zones. 

• Its goal is to help students better evaluate their current social emotional zones and make better choices to regulate their thoughts, actions and sensory needs.

Theoretical model:• Cognitive -based model• Belief that in order to successfully

self-regulate, 3 neurological components need to be integrated; sensory processing, executive functioning and emotional regulation.

• Provides strategies to teach students:– Become more aware of and independent

in controlling their emotions and impulses– Managing sensory needs– Strategies to problem solve conflict – Tools to manage their feelings and states– How their behaviour impacts others

• Addresses underlying deficits in:– Emotional and sensory regulation– Executive functions– Social cognition

• Incorporates:– Social thinking concepts– Visual aides–Multiple opportunities to learn concepts

and skills

• Become self-aware of events, or sensory information that may change their emotional state

• Explore sensory supports

• Monitor behaviours, thoughts and feelings

• Evaluating the best course of action, from different skills they have learned

• Use internal speech

• Learn to understand others’ perspectives

• Understand appropriate level of reaction

• Learn how different emotional reactions translate into different outcomes (motivation for positive choices)

The Zones

Traffic signs comparison

Emotional Regulation

Sensory Processing

Executive Functioning

Developed from Evidence-Based Research

• Selected lessons interlaced with lessons developed by Michelle Garcia Winner (Social thinking).

• Author received guidance from author of The Incredible 5-point Scale.

Developed from Evidence-Based Research

• Zones was developed based on research from various programs developed to address specific difficulties of children with autism, ADHD, Non-Verbal Learning disabilities & behavioural challenges (ie. SCERTS model, Ziggurat Model, ILAUGH model, etc).

• Influenced by Ross Greene’s “Children do well if they can” belief.

Arguments for Zones of Regulation

• Cost effective. • Series of 18, easy to follow lessons.• Manual includes CD with all reproducibles• Can be delivered to small group or whole class

settings for ages 4 and up.• No specific training required for program delivery.• Derived from evidence based research.• Similar to other popular self-regulation programs (Alert Program “How does your engine run” & Zone’ in).

Arguments for Zones of Regulation

• Strategic self-monitoring has been proven to enhance academic engagement, productivity and accuracy for all students (Rock, 2005)

• Teaches to different modalities• Provides a common language• An app is available to compliment the

program

Arguments against this intervention

• Recently developed program, no empirical evaluation of its effectiveness.

• Lessons & concepts take longer to teach than described in manual.

• 18 lessons is a large time commitment• Delivery is most effective with collaboration from

professional who have a greater understanding of how self-regulation is impacted.

• Teacher or staff need to “buy in” to using the language with students

• Not many tools for students to choose from in the resource (teachers need to teach students additonal tools).

Rebuttal• Lessons can be combined and not all

lessons need to be covered to teach all of the major concepts

• MindUP is an evidence-based teaching model & curriculum • It teaches social, emotional &

self-regulatory strategies & skills

• “Brain-focused strategies for learning and living”

Goals of MindUP• Fostering mindful focussed

awareness• Increasing pro-social behaviour• Increasing joy and happiness• Fostering a caring and cohesive

classroom

MindUP• Geared to pre-K through middle

school• Published by Scholastic (Cost: $19.99

each)

• 3 separate resources:– Pre K- 2– Grades 3-5– Grades 6-8

• 15 lessons & 4 units: Unit 1 Unit 2 Unit 3 Unit 4

Getting Focused

Sharpening Your Senses

It’s All About Attitude

Taking Action Mindfully

Lesson Structure

• Each lesson includes:• Introduction of Topic• A Warm-Up Activity• Links to Brain Research• Clarification Examples

for Students• Materials and Resources• A Step-by-Step Plan • Curriculum Connections

Students learn…Unit I:• The Core Practice– Deep belly

breathing– Focussed

attention– 3 x daily

throughout the school year

Students learn…Unit I:• To mindfully pay

attention to their breathing & senses

• How breathing can help the brain to think clearly, to sharpen focus & manage emotions

Students learn…Unit I:• About the brain and how it

helps them think and react

Prefrontal Cortex

The ‘thinking’ part of the brain; helps with decision making

Amygdala Keeps us safe; responsible for our immediate reactions

Hippocampus Stores & processes facts & memories

Students learn…Unit I:• About the “stressed brain” & the “happy

brain” and how brain state impacts learning

Students learn…Unit II:• How to experience the relationship

between our senses, how our bodies move and the way we think.

Unit III:• How our mind-set affects how we

learn and progress• How to take another’s perspective• How to be more optimistic and how

to appreciate happy experiences

Students learn…Unit IV:• To express gratitude• How and why to perform acts of

kindness• How to take mindful action in the

world

A MindUP Classroom• MindUP Core Practice– 3 x daily

• MindUP Lessons• MindUP Connections to Curriculum– Short extensions to lessons

• Literature Links– Books that further support MindUP curriculum

• MindUP Journals– For student reflection

Arguments for MindUP• Cost effective• Hard copy or ebook options• Researched based – developed by team of

educators, neuroscientists, positive psychologists & experts in mindful awareness training

• Age-appropriate curriculum based on developmental levels

• MindUP “language” can be used across grades and between schools

Arguments for MindUPTeachers:• Teachers report 100% satisfaction• Time effective, 10 min commitment per day• Easy set up including step-by-step lesson plans and

reproducible worksheets• Intended to be easily woven into lessons • Cross-curricular connections included with each lesson• Students are more focussed• Can think more clearly under pressure• Creates a stronger classroom culture• Improves communication with students, parents and other

staff• Experience greater job satisfaction“It saves … time, helps to maintain student focus and I

have more control and patience while the kids are more engaged in learning”.

-Teacher implementing MindUP

Arguments for MindUPStudents:• Reduces stress• Increases academic performance• Improves concentration• Helps to reduce bullying &

aggression• Improves social interactions• Helps with perspective taking• Instils empathy and kindness• Fosters complex problem-solving skills• Nurtures optimism & improves self-concept• Improves executive functioning including planning and

organization, emotional control and inhibitory response

“Being mindful calms me down when I am angry. It helps me not get in a big fight because I don’t want to hurt my friends. It also helps me focus on my

work.”-Sixth grade Student

Arguments for MindUP• Can be utilized with students with

special needs• “Whole-child” approach effective for

diverse student population including students with:– Anxiety– Depression– Autism Spectrum Disorder

Arguments against MindUP• While there is research related to mindfulness, a

optimistic outlook, & social/emotional learning in schools, there is little research on the program itself.

• Has the Hawn Foundation helped to promote the curriculum? Would it be as popular without this endorsement?

• With all of the curricular demands being placed on teachers, how can they afford to do the Core Practice three times daily as well as the 15 lessons?

• As the Core Practice can appear very similar to meditation, parents may not support their children taking part

Rebuttal• The program is evidence-based and new.

Preliminary studies are promising.• While her celebrity got initial attention, the

program has proven itself and continues to become more popular.

• All students need brain breaks. Students are more attentive and ready to learn so ideally the teacher does not need to stop as often.

• Parents can be informed about the benefits of breathing and witness the focussed awareness of the students following The Core Practice.

Benefits of social/emotional learning in school has been well documented:- Promotes overall health & wellness- Improves academic success- Prevents problems such as violence, alcohol & drug use, truancy & bullying- Prepares children for adulthood (teaching communication skills, cooperation, leadership)

(www.casel.org)

Summary

Closing remarks for Zones of Regulation

Closing remarks for MindUP

• Mind UP…

ReferencesBoekaerts, M. & Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology: An International review, 54 (2), 199-231.

de Carvalho, J. S., Pinto, A. M., & Marôco, J. (2013, March). The classroom as mindful experience: The results of MindUP Program on 3rd grade students, a pilot study. Poster presented at the 2013 Mindfulness in Society Conference, University of Bangor, North Wales, UK

Hawn Foundation. (2011). MindUP curriculum. Brain Strategies for Learning and Living. Scholastic Publishing. NY, New York.

Hofmann, W., Schmeichel, B.J. & Baddeley, A.D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180. doi:10.1016/j.tics.2012.01.006 Kuypers, L.M. (2011). The Zones of Regulation: A Curriculum designed to Foster Self-regulation and emotional control. Social Thinking Publishing. San Jose, California.

Powell-Williams, A. (2012). MindUP Workshop for Grades 3-8 [PDF Document]. Retrieved from http://yukon-education-mathematics.wikispaces.com/file/view/MindUp%20Inservice%20Package.pdf/437425200/MindUp%20Inservice%20Package.pdf

 Reid, R., Trout, A.L., & Schartz, M. (2005). Self-regulation Interventions for children with attention deficit /Hyperactivity Disorder. Council for Exceptional Children, 71 (4), 361-377.

Rock, M.L. (2005). Use of strategic self-monitoring to enhance academic engagement, productivity, and accuracy of students with and without exceptionalities. Journal of Positive Behavior Interventions, 7(1), 3-17.

ReferencesSchonert-Reichl, K., & Lawlor, M. (2010). The effects of a Mindfulness-Based

Education Program on Pre and Early Adolescent's Well-Being and Social and Emotional Competence. Mindfulness,1, 137-151.

Schonert-Reichl, K., Oberle, E., Lawlor, M., Abbott, D., Thomson, K., Oberlander, T., & Diamond, A. (2011). Enhancing cognitive and social emotional development through a simple to administer school program. Manuscript submitted for publication.

Shanker, S. (2013). Calm, alert & learning. Classroom strategies for self-regulation. Pearson. Toronto, Ontario.

Sofronoff, K., Atwood, T., Hinton, S. & Levin, I. (2007). A Randomized controlled trial of a cognitive behaviouralintervention for anger management in children diagnosed with Asperger Syndrome. Journal of Autism and Developmental Disorders, 37, 1203-214. doi: 10.1007/s10803-006-0262-3

Wyman, P.A., Cross, W., Brown, C.H., Yu, Q., Tu, X. & Eberly, S. (2010). Interventions to strengthen emotional self-regulation in children with emerging mental health problems: Proximal impact on school behaviour. Journal of Abnormal Child Psychology, 38, 707-720. doi: 10.1007/s10802-010-9398-x

Useful Websites

• www.zonesofregulation.com • http://thehawnfoundation.org/mindup/