The Zones of RegulationA curriculum designed to foster self-regulation and emotional control (Written by Leah M. Kypers, MA Ed. OTR/L

Introduction: What is Self-Regulation?Goes by many names: “Self-Control”, Self-Management,” “anger control,” and “impulse control.”

It includes regulating one’s sensory needs, emotions, and impulses to meet the demands of the environment, reach one’s goals, and behave in a socially appropriate way.

Self-Regulation continued To successfully self-regulate, three

critical neurological components need to be integrated:

1. sensory processing,2. executive functioning,3. and emotional regulation.

Sensory ProcessingHow you make sense of the information perceived by your sensory receptors (the nerve endings that respond to stimuli), and

How you organize and integrate the information so that you can act upon it in a purposeful way.

Also, need to modulate the amount of sensory input you receive so you don’t become overwhelmed by two much stimulus

(Examples: fire alarm and car alarm, “spider versus fire,” turn off radio when hit traffic (turn off one sense to focus on another)

Executive FunctioningDefined as the cognitive processing involved in the conscious control of thoughts and actions (command or control center of brain)1. Attention shifting2. Working memory3. Self-Talk4. Flexible Thinking5. Planning6. Impulse Control

Emotional RegulationDefined as processes that are responsible for controlling your emotional reactions in order to meet your goal. Monitoring, Evaluating, Modifying the intensity

of your reaction Emotions are automatically triggered in

response to events. Cognitive elements, such as having objectivity,

motivation, and understanding others perspectives are used in regulating emotion.

Works that Influenced the Zones1. Mary Sue Williams’ and Sherry

Shellenberger’s The Alert Program, commonly refered to as “How Does Your Engine Run?”

2. Kari Dun Buron and Mitzi Curtis and their incredible 5-Point Scale.

3. Michelle Garia Winner on Social Thinking.

Who can benefit from the Zones? Originally developed for students with

neurobiological and mental health disorders, such as ASD, ADHD, Tourette syndrome, ODD, selective mutism, and anxiety disorders.

All people in general can benefit from the Zones.

What are the Zones of Regulation?The Zones of Regulation is a conceptual framework used to teach students self-regulation.

The Zones of Regulation categorizes states of alertness and emotions into four colored zones: The Blue Zone, The Green Zone, The Yellow Zone, and The Red Zone.

The Blue ZoneIs used to describe low states of alertness, such as when one feels sad,tired,sick,or bored. This is when one’s body and / or brain is moving slowly or sluggishly

The Green ZoneUsed to described a regulated state of alertness. A person may be described asCalm,Happy, Focused,ContentThis is the zone students generally need to b in for schoolwork and for being social.

The Yellow ZoneDescribed as a heightened state of alertness, however the person has some control when in the Yellow Zone.

Stress, Frustration, Anxiety, Excitement, Silliness, Nervousness, Confusion

Wiggly, squirmy, Sensory Seeking

The Red ZoneUsed to describe extremely heightened states of alertness or very intense feelings.

Anger,Rage,Explosive Behavior,Panic,Terror,Elation

Zones Compared to Stoplight or Traffic Signals Blue Zone = blue rest area where you

pull over when you are tired or need to recharge

Green Zone = green light or good to go. Yellow Zone = yellow light or caution

sign means slow down or take warning. Red Zone – red light or stop sign.

Person needs to stop and regain control.

Getting Started – How to use the curriculumForming groups

Collaborating with students’ teams: Letter Explaining the Zones concepts Zones of Regulation Glossary Provide education and materials to parents and

teachers to help generalize language and concepts taught through zones.

Send home or give to teachers completed student worksheets / toolboxes.

The Lesson SequenceChapter 3 introduces the four zones. Learning activities are designed to teach the students to recognize their zone at any given time, gain insight into how their behavior changes how others think and feel about them, understand how their ability to regulate affects their day as a whole, and identify triggers that lead to the Yellow or Red Zone

Lesson Sequence continuedChapter 4’s activities teach students various tools that are calming and alerting. These tools include sensory supports, calming techniques, and thinking strategies.

Chapter t’s activities teach students why, when and how to use the tools they explored in Chapter 4 to influence their zones. Students learn how to integrate the use of these tools into everyday life.

Lesson 1 Creating Wall Posters of the Zones• Students become familiar with the

concept of the Zones• Students increase emotions vocabulary• Students increase recognition of facial

expressions

Lesson 2 Zones Bingo Students play bingo while they practice

displaying and guessing the meaning of each other’s facial expressions.

Students increase their recognition of facial expressions.

Students increase their vocabulary of emotions

Students deepen their understanding of the zones.

Time for Refueling “Expected” and “Unexpected” Behavior

“You can change / affect how I feel”

“Good thoughts” versus “Uncomfortable thoughts”

Lesson 3: The Zones in Video Students deepen their understanding of

the Zones of Regulation and learn to identify the zones in others.

Students gain awareness of how others perceive people in the different zones.

Students learn that one’s behavior can change / affect other’s feelings.

Students gain insight into expected and unexpected behavior.

Lesson 4: The Zones in Me Students learn to identify the zones for

themselves. Students learn it is natural and expected

to experience all of the zones in different situations / environments.

Students increase their awareness of how external factors, such as who is near them and where they are, impact what zone is expected.

Lesson 5: Understanding Different Perspectives Students gain awareness of how others

perceive them in the different zones. Student learn that their behavior can change

and affect others’ thoughts, feelings, and zones.

Students reflect on the positive and negative impacts of matching their zone to the demands of the environment and situation

(Materials need – understanding different perspectives and Social Behavior Mapping)

Lesson 6: Me in My Zones Students gain an increased awareness of how they feel

and look in each zone Students improve their ability to identify which zone

they are in Lesson prep. Write on the board the different questions

you want the students to thing about in each picture:• Are your muscles relaxed or tense?• Is your breathing fast or slow?• Is your heart beating fast or slow?• Is your brain focused or cluttered?• What does your face look like?• What sort of words and voice volume are coming out of your mouth?• Other ideas you can point out include the following: flushed cheeks, mind racing,

fidgety or can’t sit still, slumped posture, head down, more sensitive to ____, pursed lips, furrowed eyebrows, etc.

Lesson 7: How Do I Feel Students understand that different events change the

way they are feelings (e.g., “I noticed that although a student may be in the Green Zone, if another student bumps into her, it seems to make him or her upset and puts that student in the Yellow Zone. Just a little thing like someone bumping into you can change what zone your are in within a second).

Ask the students to think of examples of things that make them change zones.

Have students explore feelings and the different zones using the book, How Do I feel? Or I have Feelings, Too! Then read scenario on each page of the book…

Lesson 8: My Zones Across the Day Write Schedule on bottom of graph Make a dot in the zone you were in for each event

during your day Connect dots to make line graph Fill in and glue on thought bubbles

Students will gain awareness that zones fluctuate throughout the day.

Students increase their understanding of personal triggers that influence their zones

Students reflect on whether the zone was expected or unexpected and how it affected others’ thoughts.

Lesson 9: Caution! Triggers Ahead Think of your triggers Pair up with partner or group to discuss /

share triggers Fill in Caution sigh with triggers

Students recognize their personal triggers that lead to the Red or Yellow Zone

Students work no problem solving to avoid triggers

Ways to Check for Learning Zones Check – In (I feel ____. I’m in the ____ Zone). Zones Flip Book Wall Posters of the Zones

If you disagree with the students’ responses, gently point out why you see them differently. This may be done by describing how the student is looking (e.g., “Are you sure you are in the Blue Zone? I see you smiling and sitting up straight.”) or acting (e.g., “You are having a difficult time staying in your seat and demonstrating whole body listening. Is there a better zone to describe how you are feeling?”

And They’re Off: Exploring Tools to Calm and Alert Sensory Supports

Calming Techniques

Thinking Strategies

Lesson 10: Exploring Sensory Support Tools Students understand that sensory

support tools can help them wake up and be more alert as well as help them calm down and feel more organized.

Students learn how to access and use sensory support tools (The tools used will vary depending on the materials and tools you have available for use by students)

Sensory Tools to explore Squeezing a fidget ball or Silly Putty Digging in or hunting for objects in a rice bin Sitting with a weighted blanket, vest, or lap pad Sitting on a Move-n-sit or Disc-o-sit cushion Wearing noise-canceling headphones Wall push up Pushing, pulling, or carrying something heavy Swinging Playing on scooter boards Jumping (jump rope or trampoline) Riding a bike or scooter Deep pressure squishes with a bean bag or an oversized pillow Bouncing on a therapy ball Burrowing in pillows / cushions / blankets Document when to use the various tools for different zones

Lesson 11: Exploring Tools for Calming Learning to take a deep breath (belly

breathing) Six Sides of Breathing (a breathing technique

that uses a hexagon to structure breathing) Lazy 8 Breathing (a breathing technique that

uses a lazy eight to structure breaths) Counting to 10 Calming Sequence (a meditative routine to

follow that repeats steps consisting of muscle contraction and deep pressure input).

Exploring Tools – Thinking Strategies Size of the Problem

Inner Coach versus Inner Critic

Superflex versus Rock Brain

Lesson 13: The Tool Box COPY of Tools for Each of MY Zones worksheet,

Toolbox, and Zones Tool Menu. 1. Engage students by asking the following questions: A. What do you use a toolbox for? B. What do you use the tools for? C. Why is it necessary to have a variety of tools in a toolbox? 2. Introduce the concept of the tool box as it relates to

zones and self-regulation. You will find your toolboxes full of “tools” that you can use to fiz or solve the

problems you encounter so you can get back to the expected zone. Some of the tools you add will help to wake you up or to get out of the Blue Zone, while others will calm you down from the Red or Yellow Zone. Other tools will help you keep feeling just right, so they will be your Green Zone tools. Why do you think we want a toolbox full of strategies.

Lesson 14: When to Use Yellow Zone Tools When to Use My Yellow Zone Tools

Role play scenarios as written on pages144 and 145 in your book or using a situation that the students come up with that didn’t end in a positive way.

Figure 13: Visual to help generalize use of Yellow Zone Tools

Lesson 15: Stop and Use a Tool Using the goals across the day graph

(individually designed for each student’s schedule), instruct students to place a stop sign on the first place where they could have stopped and tried a Yellow Zone tool.

Follow up with discussion such as to encourage them to use tools, and help point out how the student’s day could have changed if they used a tool when the sign indicated to stop.

Lesson 16: Tracking My Tools Lead in: Ask, “How would it be helpful to

keep track of our use of our zone tools?” Instruct students that they will learn

how to use a bar graph to keep track of which tools they are using and how well each tool is working. Explain that by graphing their tools, they can see which tools they are using as well as how well the tools are working.

Lesson 17: Stop, Opt, and Go Have students consider a stop light. When students find themselves moving toward the

Red Zone, they need to STOP – like when they are at a red light! While at the yellow light (in the Yellow Zone), they want to slow down and think of as many options as possible (OPT), both good and not-so good. Consider the what will happen next if they choose that option. After they OPT (think of their options), they need to GO with the best one.

Analogous to “Stop, Drop, and Roll” for fire safety, but now “Stop, OPT, and Go.”

Lesson 18: Celebrating Using My Tool Tool Box Awards

Zones License

Proposed IEP Goals for Building Self-Regulation See handout.

Recommended Resources See handout