The ZONES OF REGULATION Terri Cooper SEDNET Region 13 Janeen Miller FDLRS HRD / Tech Specialist 10-10-17

Inactive Neuron Active Neuron Connections Talking Connections Talking Movements Optimism Optimism Optimism Talking Movement Movement Connections Inactive Neuron Active Neuron

A Systematic Way to Teach Students to…. Recognize emotions. Gain skills in controlling impulses. Identify “Tools” Use those “Tools” to help them stay calm. Communicate how they are feeling in a safe, nonjudgmental way.

The Goal Help students to develop the social, emotional, and self-regulation skills they need to be successful.

What is Self-Regulation ? The ability to manage and tolerate stress Self-Regulated students….. Participate in class Follow directions Ignore distractions Make positive choices Accept corrections

What is Dysregulation ? The inability to tolerate stress Dysregulated students… Can be impulsive Can be argumentative Can be withdrawn Can be noncompliant Can have emotional outbursts

Positive Tolerable Toxic Brief increases in heart rate, mild elevations in stress hormones Positive Tolerable Serious temporary stress responses, buffered by supportive relationships Toxic Prolonged activation of stress response systems in absence of protective relationships

Toxic Stress Response can occur when a child experiences strong, frequent, and/or prolonged adversity—such as physical or emotional abuse, chronic neglect, caregiver substance abuse or mental illness, exposure to violence, and/or the accumulated burdens of family economic hardship—without adequate adult support.

“One out of every four children attending school has been exposed to a traumatic (stressful) event that can affect learning and/or behavior.” The National Child Traumatic Stress Network (NCTSN)

A child with 4 or more Adverse Childhood Experiences (ACEs) is ____ times more likely to have a learning or behavior problem. Why ? 32

Trauma and Brain Functions The effects of trauma over-stimulate some parts the brain and alter the child’s ability to cope in stressful situations.

Prolonged activation of the stress response systems can disrupt the development of brain architecture and other organ systems, and increase the risk for stress-related disease and cognitive impairment.

The Science of Stress

Stress vs. Relaxation Responses Stress Response Relaxation Response Sympathetic Nervous System Parasympathetic Nervous System Heart rate increases Blood pressure rises Quick Breathing Tense Muscles Automatic Heart rate decreases Blood pressure decreases Breathing slows Muscles Relax Intentional

Success in ALL things depends on our ability to make positive choices and control our behavior.

Success in ALL things depends on our ability to be Emotionally Regulated.

How Do We Reset The Needle?

The ZONES OF REGULATION is…. A system that categorizes emotions and how the body feels into 4 Colored ZONES. No ZONE is Good or Bad.

Lesson 1: The ZONES Students learn to recognize when they are in one of the 4 ZONES.

Lesson 3: The Zones in Video

Lesson 4: The ZONES in Me Students learn to recognize what ZONE is expected for a particular situation.

We’re taking a test. What ZONE should I be in ????

Lesson 13: The Toolbox Students understand they can engage in different strategies to change their ZONE and self-regulate

Students develop a “Tool Box” of “Tools” that help them move from one ZONE to another. Calming Techniques Breathing Progressive Muscle Relaxation Cognitive Strategies Positive Self-Talk Sensory Supports Stress Tools Wall Pushups

Students learn to use “Tools” to move between the ZONES .

Lesson 12: Thinking Strategies The ZONES uses a Cognitive Behavior Approach to help students “Consciously” regulate their emotions and reactions. (self-control) Size of the Problem (Big vs. Little Problems) Inner Coach Flexible Thinking (Superflex vs. Rock Brain)

When students understand HOW they are feeling, they are better prepared to control themselves, make positive choices, and be successful learners.

What does it look like in the Classroom???

Classroom Tool Box

Size of the Problem

Becky Jackson FES

But Does it Work??? What does the DATA tell us? 30 fewer incidents of Restraints 47 fewer incidents of Seclusions

Thank You for your Participation Terri Cooper SEDNET Region 13 Cooper_s1@hcsb.k12.fl.us www.sednetfl.info www.sednetregion13wiki.wikispaces.com The Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET) is a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.