1. Presented by: Ami Cochran and Erin Rhodes

2. What is Self-Regulation?
People’s ability to adjust their level of alertness and how they display their emotions through behavior to attain goals in socially adaptive ways (Bronson, 2001).
May also be referred to as: “self-control,” “self- management,” “anger control,” and “impulse control,” or “self-awareness”
Why do we need to TEACH this skill?
Possibly leave the why open to discussion and call on people to give us their reasons

3. Social Emotional Behavioral Practices High Leverage Practice 9 - Teach Social Behaviors
Teachers should explicitly teach appropriate interpersonal skills, including communication, and self-management, aligning lessons with classroom and schoolwide expectations for student behavior.
Determine the nature of the social skill challenge.
Direct social skill instruction should be provided until mastery is achieved.
The appropriate social skill should initially be taught, then emphasis should shift to prompting the student to use the skill and ensuring the “appropriate” behavior accesses the same or a similar outcome as the problem behavior.

5. Exhausted
Sad
Hurt
Blue Zone
Bored
Tired
Depressed
Sick
Shy

6. Green Zone Appreciated Good Happy Focused Relaxed Okay Calm
Ready to Learn

7. Yellow Zone Upset Silly Nervous Confused Anxious Frustrated
Uncomfortable
Upset
Silly
Nervous
Frustrated
Confused
Embarrassed
Anxious

8. Red Zone
Aggressive
Yelling
Mean
Mad
Terrified
Angry

9. Zones in Action
Examples of Class-wide check-in systems

10. Building a Toolbox…
Jumping Jacks
Listen to Music
Fidget Ball
Deep Breaths
Bounce on a Ball
Read a Book
Ask for Help
Take a Break
Have groups work together to add at least 3 more strategies to each Zone

12. Additional Lessons and Resources…

14. 9:00
9:30
10:00
10:30
11:00
11:30

16. Next Steps…
Discuss the plan to implement school-wide at DES during the school year
Time for discussion or questions

17. References
Bronson, M. (2000). Self Regulation in early childhood. New York: The Guilford Press.
Council for Exceptional Children and Ceedar Center. (2017). Council for Exceptional Children and CEEDAR
Center. (2017). High-leverage practices in special education: Foundations for student success.
Kuypers, L. (2011). The Zones of Regulation: A Curriculum Designed to Foster Self-Regulation and Emotional
Control. San Jose, California: Think Social Publishing, Inc.