1. The ZONES OF REGULATION
Terri Cooper
SEDNET Region 13
Janeen Miller
FDLRS HRD / Tech Specialist

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

4. 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.

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

6. 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

7. 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Can be withdrawn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

8. 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

9. 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.

10. “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)

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

12. 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.

13. 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.

15. The Science of Stress

16. 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

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

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

20. How Do We Reset The Needle?

21. 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.

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

24. Lesson 3: The Zones in Video

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

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

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

29. 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

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

32. 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)

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

34. What does it look like in the Classroom???

36. Classroom Tool Box

37. Size of the Problem

38. Becky Jackson FES

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

40. Thank You for your Participation
Terri Cooper
SEDNET Region 13
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.