Regulation Rendezvous-- Top 3 Tips for Generalizing the Zones of Regulation

Zones of Regulation is a popular self-management curriculum that we see implemented with many of the student's we coach. In addition to teaching the curriculum from the book, it is important to plan for how the skills taught will be generalized into the daily routine so that students can apply what they have learned. Today's Regulation Rendezvous focuses on our Top 3 Tips for Generalizing the Zones of Regulation.

1. Use Visual Supports
Visual supports are an effective way to help students remember the different zones and what emotions can fall into each zone. Have these visuals posted in a location that is easily accessible for regular review and easy reference.

Ashley Minnich
Kleptz ELC, Northmont

Kelly Moberly
Montgomery County ESC Learning Center- East

Montgomery County ESC Learning Center- East

Leah Kuypers
Zones of Regulation

2. Proactively Plan Check-Ins
One of the simplest ways to generalize the application of the Zones of Regulation is through proactively scheduling check-ins throughout the day for students to practice identifying which zone they are in and practice choosing and using a tool. Deliberate practice is a great way to increase familiarity and build fluency.

A common challenge that teams face is that the Zones of Regulation can sometimes develop a negative association which is often the result of using the check-in reactively when the student is already struggling to manage their emotions. Proactively planning for this practice can prevent these negative associations from occurring which leads to the student becoming more accepting of using the Zones of Regulation during these difficult moments.

We recommend scheduling check-ins at least once in the morning and once in the afternoon. For some, check-ins may need to occur more frequently to include check-ins after every big transition (arrival, recess, specials, lunch, inclusion, etc) or even as frequently as once per period/subject. Use data and anecdotal information to determine how frequently students need to check-in and practice use of their tools.

Lynn York
Kleptz ELC, Northmont

Leslie Mann
Demmitt Elementary, Vandalia

Pam Ellender
Mad River Middle School, Mad River

Emily Ottmar
Brantwood Elementary, Mad River

Abigail Espinal
Twin Valley South

Marie Reikowski
Demmitt Elementary, Vandalia

Bethany Talley
Greene County ESC

Ruthann Hill
Indian Valley Intermediate, Enon

Kelly Moberly
Montgomery County ESC Learning Center- East

3. Develop Individualized Toolboxes 
The tools that may be most effective for each child can vary greatly depending on individual needs. It is important that the team (occupational therapist, intervention specialist, teachers, paraprofessionals, etc) works together to find which supports work best for a particular student. Involve the student in choosing tools they want to trial and allow ample opportunities for proactive practice using each tool. This deliberate practice is critical because if a student is not fluent in using the tool, then it can add to the frustration of a difficult moment during the generalization process.

Once the student has selected tools that work for them, create a toolbox of strategies that can be readily accessed at any time.

Leah Kuypers
Zones of Regulation

Leslie Mann
Demmitt Elementary, Vandalia

Leah Kuypers
Zones of Regulation

Natalie Griffen
Smith Middle School, Vandalia

Leah Kuypers
Zones of Regulation

Therese Garison
Helke Elementary, Vandalia

For more ideas related to implementation of the Zones of Regulation, check out our previous post:

Regulation Rendezvous- Zones of Regulation

*Adapted/Expanded by MCESC ACT, based on the original work, The Zones of Regulation™ Curriculum by Leah Kuypers 2011, ©Think Social Publishing, Inc. All Rights Reserved. www.socialthinking.com. www.zonesofregulation.com Materials and images are not for public distribution.

Communication Corner- Sharing Remote Experiences

As students progress with their functional communication skills they still may require supports to help cue them in the moment especially when the information they are discussing occurred at a different time, location, or with people who are not present during the current conversation. In today's Communication Corner we will share some great examples of supports that can assist students when sharing about remote experiences. 

Recall Sheets
Using recall sheets are a great way to provide students with visual cues to help them remember what they did at school when they are sharing with their parents. 

Rylie Jarrett
Stevenson Elementary, Mad River

Jackie Vollmer
Driscoll Elementary, Centerville

Jackie Vollmer
Driscoll Elementary, Centerville

Robbie Whorton
Trotwood-Madison High School, Trotwood

They can also be used to cue students to share with their teachers and peers about what happened while at home in the evening or over the weekend. 

Interactive whiteboard activities using Boardmaker can be used to help students write about their weekend using similar visual cues. Click on the image below to find this FREE activity on the Boardmaker Online community. 

Scripting
For some students, a simple script with a sentence starter can help them more readily share about remote experiences. 

Katy Boston
Morton Middle School, Vandalia

Carrie Prickett
Jane Chance Elementary, Miamisburg

Voice Output Devices
Non-verbal students can share remote information too! If the student is using a communication device, determine how you can make it easy to share remote information. Create a button on the device that allows you to record quick messages about something that happened at school to share with family at home. Have parents send you information about something they feel their child would want to share and make sure the key vocabulary is available and easily accessible for quick sharing. The use of a sequenced voice output button is an easy, error-free way to allow your student to share. Record a series of messages that will allow your student to share information and ask related questions.  For example:

1. I went to the zoo this weekend
2. My favorite animal was the monkey
3. The monkey hit the glass and scared my brother. It was so funny!
4. Have you ever been to the zoo?

For more ideas on functional communication training skills check out our previous Communication Corner posts:

Escape

Protest

Attention

Requesting Items or Activities

Providing Feedback

Participating in Group Activities

Answering Questions
Asking Questions and Providing Feedback
Engage in Social Routines

Executive Functioning Forum- Resources for Assessing and Teaching Executive Functioning Skills

Just as there are numerous areas of executive functioning, there are numerous resources available to educators and families to assist students in developing this skill. In today's Executive Functioning Forum we will share resources for assessing and addressing executive functioning needs.

Assessment
Many of the tests administered by school psychologists during the ETR process include components of executive functioning such as attention or working memory. This can be valuable information in determining appropriate goals for students. There are also a variety of scales and assessments that can be found specific to Executive Functioning Skills including:

Behavior Rating Inventory of Executive Functioning (BRIEF):
The BRIEF includes school and home inventories to assess an individual's executive functioning skills including inhibition, shift, emotional control, initiation, working memory, planning and organization, and ability to self-monitor. For more information click the image below.

Executive Functioning Self-Assessment
The Executive Functioning Self-Assessment can be found in The Executive Functioning Workbook for Teens. This assessment looks at each area of executive functioning and allows the individual to determine which challenges they face in each area. Click on the image below for more information.

Skill Instruction
As we have emphasized in each of our Executive Functioning Forum posts, strategies to address executive functioning deficits need to be directly taught to students to increase their success in these areas. Some of our favorite resources include:

Cognitive Connections Blog
This is an excellent website that includes blog posts, resources and materials for purchase for executive functioning skills. Click on the image below to be taken to their site:

Understood.org
This website is full of useful information geared towards parents and teachers and includes some of our favorite resources for FREE including homework contracts, book bag tags, and visual schedules. Click on the image to be directed to their site.

InterventionCentral.com
Intervention Central has a wealth of intervention ideas and examples for both academic (study skills, planning, organization, note taking) and behavioral (attention, impulsivity) skills. Click on the image below to be directed to the site and then choose the academic or behavior intervention headings to find possible interventions in your area of need.

FLIPP the Switch: Strengthen Executive Functioning Skills
This is a great book we have previously referenced in several of our posts which provides practical strategies for addressing executive functioning skills. Click the image below for more information.

Executive Functioning 101 e-Book-- FREE!
The National Center for Learning Disabilities has published this excellent free e-Book which provides information and strategies for several areas of executive functioning. Click on the image below to download it for free.

The Executive Functioning Workbook for Teens
The Executive Functioning Workbook for Teens mentioned above is also a great resource to help guide teens through developing their own executive functioning skills.


For more ideas on skills instruction for students with executive functioning difficulties, check out our previous Executive Functioning Forum posts. 

Planning and Organization

Attention and Impulse Control

Memory
Emotional Regulation
Flexible Thinking
Problem Solving

Around Town Round Up-- Priming for Changes

Change, especially unexpected change, can be extremely stressful for children with Autism Spectrum Disorder (ASD). Children with ASD often prefer to have a sense of structure and to know what to expect during the day and what activity they will be doing and when. Consistency and predictability help children feel reassured that they know what will happen next. When change occurs, children with ASD may respond in a variety of ways, including exhibiting withdrawal, repetitive behaviors, tantrums, or even aggression. It is important to remember that these behaviors are typically the result of extreme anxiety and/or inability to communicate their emotions/desires. Priming for changes can be an effective way to address these challenges. Today's Around Town Round Up will share several ideas for priming students for changes.

The first step to priming student's for changes is to provide opportunities to deliberately practice the change routine in a positive way that feels non-threatening to the student. Play games and incorporate fun changes such as extra recess, a special treat, or preferred activities. Allow students to ask questions and voice their concerns about changes. Also, practice calming strategies that the student can use in the moment if they start to feel stressed about a change. 

Next, provide a visual way to cue that a change is going to occur. Prime the student by writing the proposed change on the visual and reviewing what the new expectations will be for that activity. Many classrooms use a class-wide change visual to cue all students when they arrive that a change will occur. 

Jennifer Schmidt
Beavercreek High School, Beavercreek

Emily Ottmar
Stevenson Elementary, Mad River

For individual students, the change visual can be placed on a lanyard, velcro’d to a desk or schedule, written on a post-it note, or given to the student to put in their pocket for easy access if they need to remind themselves of the change. This visual reminder often provides security for the student when they start to feel anxious about the change.

Emily Ottmar
Stevenson Elementary, Mad River

Angela Crum
Parkwood Elementary, Beavercreek

Through priming for changes, you provide students with a predictable, routine way to present an unpredictable occurrence in their in schedule or routine which will limit stress, teach flexibility, and prevent interfering behaviors.