zones of regulation assistive technology overview
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Zones of Regulation Assistive Technology Overview. Marcia Obukowicz Marciaoat.wikispaces.com [email protected] 715-453-2141. - PowerPoint PPT PresentationTRANSCRIPT
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
• 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/mobile-technology-feature-match-table
http://blog.autismspectrumdirectory.com/2011/01/05/ipad-ipod-touch-and-iphone-apps-
for-social-skills/
• Social story and skills apps
• http://atclassroom.blogspot.com/2011/02/apps-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
6 am 12pm 3pm 10pm
Low
Just right
High
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.aspx
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?
AudioThe 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=U7NtO_r8uFM
http://www.youtube.com/watch?v=PNAc6zG1ve4
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 Mrs. Lehman’s
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
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 catch1. On task
5 point scaleRATING 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
Join club to meet girls Ok to talk but not interested
1 Simple and effective Sit next to a girl in class and introduce self
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
6 am 12pm 3pm 10pm
Low
Just right
High
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=usnOEnTXabw
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=5alXPJ8t5Q8
You see…..He does realize…
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=xiSIQzwIPzQ
From The Social Network
http://www.youtube.com/watch?v=mFFtpd8VNN0
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 ThinkingWhat 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