Zones of Regulation
Assistive Technology
Overview
Marcia Obukowicz
Marciaoat.wikispaces.com
marciao@newnorth.net
715-453-2141
This will be a networking meeting session with Marcia Obuckowicz from CESA
9. She will be focusing the session on the following topics:
Zones of Regulation—Marcia will be doing an overview of the program,
and will be referencing the book, The Zones of Regulation. Participants will
have the opportunity to purchase the book through CESA 8 during the
registration process.
The information on Zones of Regulation will provide participants
background knowledge if they are planning to attend the training on
March 28th in Wausau. This is a cooperative training with CESA 9, and
Leah Kuypers, author of Zones of Regulation, will be the presenter.
Using AT with your students. What is new? What is working? Questions?
Bring your iPad, laptop, or other devices that you may have questions
about.
Networking
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•
•
•
•
Issues at the table
Sensory Room Protocols
Streamlining Assessments
Impact of Social Thinking
Impact of Mobile Devices on access,
keyboarding and …
• Resource Building
SETT
•
•
•
•
Student
Environment
Task
Tool
http://www.integrateat.com/mobiletechnology-feature-match-table
• Social story and skills apps
http://blog.autismspectrumdirectory.com/2011/
01/05/ipad-ipod-touch-and-iphone-apps-forsocial-skills/
• http://atclassroom.blogspot.com/2011/02/ap
ps-in-special-education.html
PAR: NIMAS Protocol
http://www.donjohnston.com/products/par/index.html
The Zones of Regulation
• CESA 8 and 9
are sponsoring
Author: Leah Kuypers
Self Regulation
• Ability to do what is needed in the optimal
state for the given situation
• Integrates
– Sensory Processing
• How we perceive inputs
– Executive Function
• Conscious Control of Action
– Emotional regulation
• Objectivity, motivation, perspective of others
Arousal Over Time
High
Just right
Low
6 am
12pm
3pm
10pm
Alert Program
• Successful when the issues are self processing
• Doesn’t fully address how emotions and
thinking patterns impact the levels of
alertness
Sensory Input
Sensory processing disorders
http://www.sensoryworld.com/SPDMedia.a
spx
I can’t focus on the combination of my locker cuz the
guy on my right and left don’t leave me enough
space to reach the lock. I feel like those poor bugs,
just pinned there. Sometimes I just freeze until they
leave. I know they think I am weird… When I walk
down a crowded hallway it feels like everyone is
sticking me with knives, I can hardly breath, my heart
races, I try to just look straight ahead. Kids think I am
stuck up because I don’t talk to them. But seriously,
walking down a crowded hallway for me is torture.
So I duck in the bathroom until its over and then I am
late. Do you think I am crazy? Everyone else does….
What’s going on?
Audio
The road trip:
Quiet talking in the van
Driver confusion on which way
to turn, “working a cognitive
task”
Girl in back starts singing a
tune to friend
Driver Response:
What’s going on?
What Happened
• More than just sensory response
• Poor cognitive shift: misread or misinterpreted input
• Poor Theory of Mind: did not recognize that the
whole car was shocked by reaction
• All riders recognized the need to be quiet but after
the directions were figured out, driver did not have
any clue about the impact her actions had on the
rest of the group….
Aspberger Parent
• Poor Cognitive Shift an innate inability to reorient
attention rapidly so misread input and reaction is
unexpected by others
• Lack Theory of Mind is the inability to know
(deduce) what others know and what others do not
know. Mind Blindness
• Central coherence is the ability we have to focus on
both details as well as wholes of a given situation
and to follow through on plans in a variety of areas.
It is also the ability we have to focus on what takes
priority and what is important.
http://www.myaspergerschild.com/2010/09/
parents-with-asperger-syndrome.html
Would you ride with this driver
again?
newyear.phillipmartin.info
Successful Self Regulation
Oscar:
Managing Overwhelming Sensory
http://www.youtube.com/watch?v=PNAc6z
G1ve4
http://www.youtube.com/watch?v=U7NtO_r
8uFM
Life’s Interactions ….
• The sensory input
• Control our response to it to fit the needs of
the situation
• Understand others may think differently from
us or think a different response is needed
(there are multiple perspectives to the
situation)
Adam: starting to get”feedback”
and apply content control
http://www.youtube.com/watch?v=wnoNQa
_qUm4
The Incredible
5 point scale
• Looks at the
progression
leading to
explosive behavior
• On task to on fire
• Scale varies by
student and their
behavior
Emily’s view
5. I blow by hitting, kicking and
scratching
4. Right before I blow I run out
of the room if I can
3. I start swearing/ talking
back, drop my work on the
floor
2. I don’t understand the
homework or Roger is
kicking my desk and I feel
mad and tense
1. I feel ok
Mrs. Lehman’s
5. Emily is a danger to self and
others
4. Needs a safe space within
the room to run too
3. Often miss the under her
breath words, already firing
up when I here it
2. Challenging to catch
1. On task
5 point scale
RATING
WHAT THIS LOOKS LIKE
WHAT GIRL MIGHT THINK
5
Not Cool
“Hey you have a sexy
body!”
creepy
4
Weird
Serenade “love” from
across a room
embarrassed
3
Different/ Confusing
Fluttering eyelashes at
girl
confused
2 Right idea but accept If
it doesn’t work out
1
Simple and effective
Join club to meet girls
Sit next to a girl in class
and introduce self
Ok to talk but not
interested
Expected behavior ok
Student works with staff to create the scale that will be used. Goal is # 1.
Student works on executive function and some emotional regulation
Zones
• Blue: Low Alert/ Poor Body Control
• Green: Neutral, body control
– Calm, focused, content
• Yellow: High alert, some body control
– Stress, frustration, anxiety, excitement, silliness,
nervousness, confusion, sensory seeking
• Red: High Alert/intense feelings. Not in control of body
– Anger, rage, panic, terror
Using the Zones
• Everyone has times when they are in each of
the zones.
• Zones are not good, bad or naughty
• Zones tend to match circumstances
• The goal of the curriculum is to help the
students assess where they are and match the
environment they are in with effective
strategies.
The zone colors provide a common
language for certain reactions/
emotions
• Its important to help kids recognize when they
are in the blue or green zones. Yellow and red
tend to be more noticeable.
Working with Zone Vocab
• Flashcards at Quizlet.com
• Build a common vocabulary and a way to talk
about these concepts
• Zones, Tool box, Triggers, Expected and
unexpected behavior, problem size, inner critic
inner coach, superflex thinking, Rock brain
thinking
Activity
• A base set of flashcards is at quizlet.com
• (P.14 of book)
• Drop this quiz set to your computer or device
(flashboard is an app that will work)
• Build upon the basics to make a flashcard set
for your kids. ( We will share these post)
Today I Feel Silly
Arousal Over Time
High
Just right
Low
6 am
12pm
3pm
10pm
Blue Zone
•
•
•
•
Body is running slow
Low energy
Not awake yet
Lethargic, Blue
Green Zone
• Good to go
• Controlled response
• Focused energy
Yellow Zone
• Starting to lose
control
• But also the source of
great energy if it can
be channeled
• Body is on high alert
Red Zone
• Extreme Emotion
• Body and Mind may
not be talking
• Out of Control
• Hard to make
decisions
• Need to stop but
unsure how
What zone?
What Zone?
When do we feel this way?
Zone for Wilfred Gordon McDonald
Partridge
http://www.youtube.com/watch?v=usnOEn
TXabw
Lots of factors play into how
we feel and respond!
Sensory Input
Experiences:
On Monday When It Rained
How we interpret and interact with
the info/ experience
• What Feels Good:
• Motivation:
– Frustration makes me work harder
– hard work =‘s medals and recognition
– Doing my assignment=‘s a smile from my teacher
• Gets it: constant practice and experiences
mold response
– Video taping provides another view
What do you think about a person
who…
• Doesn’t make eye
contact
• Fires off an explosive
set of expletives in the
middle of class
• Runs around the
classroom when the
teacher is talking
• Hides on you
• Talks on a cellphone
while instead of
checking you out at the
register
• Blows big gum bubbles
and pops them
• Screams in the hall
• Doesn’t stop when
asked
#1
When is this cultural difference?
• You look up and away
and I look down until I
am right next to you
and look up
• I point and gesture you
to come and you turn
away red faced
• Touched him on his
head and he cried
• He nods and keeps
saying everything is ok
when its pretty clear
that it is not.
• That mother never
looks me in the eye
• Book of hand gestures
• Told older sister that
her new baby brother is
cute and she reddens
and denies it
#2
Expected or Unexpected
Action
•
•
•
•
Got Flowers
Failed an important test
Ran into a deer
Waiting for the gun to
go off to start a race
• Broke up with boyfriend
• Found your house was
ransacked
Reaction
•
•
•
•
Thrown to the ground
Laughed
Cursed and screamed
Walked off track
• Painted several pictures
of him
• Called the police
#3
The Zones: Expected or
Unexpected Behavior
We all experience these zones
How do others feel when they are
around you?
• Miss Nelson is
Missing
http://www.youtube.com/watch?v=5alXPJ8t
5Q8
He does
realize…
You see…..
Good Thoughts/Bad Thoughts
• How does the mother
feel?
• How does the daughter
feel?
How do we feel about this kid?
How soon will you refer?
When will he have friends?
Enough good will defeat….
Enough Good thoughts
Negative Thoughts
Allowing thought to happen
There are 2 sides to this
• My View
• Your view
Perspectives: The Great Pumpkin
http://www.youtube.com/watch?v=xiSIQzwI
PzQ
From The Social Network
http://www.youtube.com/watch?v=mFFtpd8
VNN0
A Quick Review: Self Regulation
• Ability to do what is needed in the optimal
state for the given situation
• Integrates
– Sensory Processing
• How we perceive inputs
– Executive Function
• Conscious Control of Action
– Emotional regulation
• Objectivity, motivation, perspective of others
Implementing Zone Thinking
What are you thinking about?
Why does Izzy Cover Her Ears
• Sensory Processing
Disorder
• Suggestions for
making the world
better for processing
Brain HQ: Building Brain Skills
https://brainhq.positscience.com/default/start
Why? Nikolai Popov
• Picture Book
• Two Perspectives
• Unexpected action
triggers…..
• Action/ reaction
Which zone am I in?
• Pull out your zone
card
• Move your marker to
the zone you would
be in for each
scenario
• Think of a scenario to
add
Triggers
• What triggers
my move to
blue, yellow,
green or red?
Sizing up the problem
• Does the perceived
problem match the
real situation?
How do I feel when I am
in each zone?
• Help student gain self
insight
• Provide feedback of
what you see.
• Again videotaping
can help in some
cases.
This is a critical concept for kids!!!
• My perspective and
your perspective.
• Reaction to
unexpected behavior
• What do others think
and say?
Tracking a student’s zones
across a day
Erica Albright: I think we should just be friends.
Mark Zuckerberg: I don't want friends.
Erica Albright: I was being polite, I had no intention of
being friends with you.
Mark Zuckerberg: I think that went well. That is except for
that breaking up and no friends' part of course.
The Social Network
Understanding where I am
zone wise
• Pick from feelings
board
• Pick from zone
• Work with student
to develop a tool kit
that works for their
different zones
Match Zone with Remedies
Sensory Tool Remedies
• Sensory Activities:
Listening with Your Body
• Body Basics
• Whole Body Listening
Larry at Home!
• Works well with
little kids
• Fits body basics
Older Students
•
•
•
•
•
•
•
Yoga
Deep Breathing
Me Moves
Quiet Space
Working out
Making art
Music
Social Thinking
• Michelle Garcia Winner
• www.socialthinking.com
• Curriculums for working on executive function and
perspective taking
• Superflex:
• Rock Brain: Stuck Ideas ( can’t let it go!!!!)
• Brain Eater: Distracts us from tasks (can’t stop
gaming)
The Shredder
• Enter the problem or
the unthinkable
character
• Select and shred