Friday, May 5, 2017

Regulation Rendezvous--Zones of Regulation

One of our team's favorite curriculums for teaching students how to self-manage and regulate their emotions is The Zones of Regulation. To spread the love for Zones we have highlighted the curriculum in today's Regulation Rendezvous.




The Zones of Regulation is by Leah Kuypers, M.A. Ed., OTR/L. The Zones curriculum provides lessons to help students identify their emotions or level of alertness through introducing 4 color-coded levels and introduces them to using tools to regulate themselves at each level. 



To find out more information, check out the curriculum website which has information about purchasing and resources for educators already using the program. Click the image below to be directed to the website.



We have seen many teams using the Zones of Regulation across the Miami Valley in self-contained classrooms, resources rooms, general education classrooms, and as a school-wide positive behavior support. 

Many classrooms do a Zones Check In throughout the day to provide students with opportunities to practice identifying their emotions/level of alertness. 



Leslie Mann, Vandalia-Butler School District

Jody Chick, Yellow Springs Schools


In some classrooms, staff has incorporated special interests by incorporating Pixar's Inside Out to their Zones instruction.


Rachel Hatton, Centerville City Schools

This handout can be found for FREE at BrieBrieBlooms.

One of the Autism Coaching Team's favorite tools is our Emotion Cue Cards for Staff which was created to provide a visual tool for staff working with a student with difficulty with self-regulation and managing unexpected or explosive behaviors. One side of each card will show what the level of emotion looks like, while the back will list the options that the staff has for responding to that emotion.  Some students do not have the ability to self-manage and will rely on others to guide them to appropriate options when they are feeling overwhelmed.  An Emotion Cue Card can be created as a tool for the teacher, paraprofessionals or related services to refer to throughout the day.  This tool can help to ensure that all the adults are responding to the student’s emotional needs in an appropriate and consistent manner.


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