Regulation Rendezvous-- Superflex

Have you heard of Social Thinking's Superflex curriculum for students with social and communication difficulties? We LOVE Superflex for teaching self-management (an evidence-based practice!) and love to see it in action in our region. Today's Regulation Rendezvous will share a bit more about the curriculum and some of the great ways we've seen Superflex in action with our teams.

Superflex is designed to give fun and motivating ways for students to develop further awareness of their own thinking and social behaviors and helps them learn strategies for better self-regulation. Many students love this curriculum because the stories are comic-based, the lessons are hands-on, and they get to be a part of their very own Superflex Superhero Training Academy! In the academy, students learn how to defeat the Team of Unthinkables using their superflexible thinking and taught strategies. The Team of Unthinkables are "villans" who represent different challenging behaviors. You can click on the curriculum image below to be taken to the Superflex curriculum or click on the Unthinkables image below to be taken to the poster site.

Superflex is one of the social curriculums being used at McKinley Elementary in Xenia. In addition to the hands-on lessons in the book, they have also created a calming sensory corner called the "Superflexible Thinking Zone" for students who need time to think of strategy to use when defeating their own Unthinkables.

Lisa Storm
McKinley Elementary, Xenia

They have also documented each of their stratagies in their own Superflex Journals.

Students in the MAAP (Making Actions and Attitudes Positive) program in Vandalia have also learned about Superflex. They have a classroom strategy wall which reminds students of each Unthinkable they have learned about and the strategies for defeating them.

Leslie Mann, Kelsey Biggar, Butch Wise
Smith Middle School, Vandalia-Butler

The team at Smith Middle School in Vandalia has also incorporated some fun supplemental lessons when practicing and reviewing their strategies for each Unthinkable.

If you are interested in learning more about how the MAAP program uses Superflex and other social curriculums come see their December 8th presentation: Strategies for Teaching Emotional and Behavioral Self-Management!

A-LIST Spotlight, Leslie Mann, Vandalia-Butler City Schools

Recently, the ACT team visited the classroom of A-LISTer Leslie Mann at Smith Middle School in Vandalia to see all of the great supports she had in place and to observe a lesson. Leslie works closely with fellow A-LISTers and paraprofessionals Kelsey Biggar and Butch Wise.

Upon entering the room, it is evident that Leslie uses the evidence-based practice of Self-Management direct instruction to help her students identify how they are feeling, recognize obstacles, and develop self-management techniques.

The Smith team uses several ACT team favorite curriculums including The Incredible 5 Point Scale,  Zones of Regulation and Superflex.

Within her classroom Leslie has an area for students to do a zones check-in which aligns with the Zones of Regulation curriculum.

Additionally there is a Strategy wall for students to reference including The Incredible 5 Point Scale and Whole Body Listening which can be built upon throughout the year.

The Smith team also has a wall of "Unthinkables" where students can review different behaviors and challenges that may prevent them from demonstrating self-regulation which they have learned through the Superflex curriculum.

We had the opportunity to observe Leslie teaching a Superflex lesson. During the lesson she used a variety of Multi-Sensory Teaching Strategies to keep students engaged in learning. The lesson began with a focusing activity at the whiteboard using MeMoves. Leslie reviewed previously taught Unthinkables and then introduced Rock Brain using a variety of activities. The students used these paddles to determine if scenarios were thinking of themselves or others. Students also had the opportunity to work in groups to complete a puzzle about Rock Brain and other previously taught Unthinkables. She also reviewed some Social Skills Training to help students participate appropriately with their groups.

 

In addition to great Self-Management tools, they also had several Visual Supports to help students with transitions such as the Visual Countdown and with voice volume.

Another great evidence-based strategy in Leslie's classroom was the use of Reinforcement. Students had punch cards for demonstrating targeted behaviors.

Students also had the opportunity to earn various reinforcing items which were visually presented.

Finally, Leslie finished her lesson with a reinforcing leisure activity time.