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Zones of Regulation Assistive Technology Overview. Marcia Obukowicz Marciaoat.wikispaces.com [email protected] 715-453-2141.

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Zones of regulation assistive technology overview

Zones of RegulationAssistive TechnologyOverview

Marcia Obukowicz

Marciaoat.wikispaces.com

[email protected]

715-453-2141


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
Networking Obuckowicz from CESA 9. She will be focusing the session on the following topics:

  • Issues at the table

  • Sensory Room Protocols

  • Streamlining Assessments

  • Impact of Social Thinking

  • Impact of Mobile Devices on access, keyboarding and …

  • Resource Building


SETT Obuckowicz from CESA 9. She will be focusing the session on the following topics:

  • Student

  • Environment

  • Task

  • Tool


http://www.integrateat.com/mobile-technology-feature-match-tablehttp://www.integrateat.com/mobile-technology-feature-match-table


Http blog autismspectrumdirectory com 2011 01 05 ipad ipod touch and iphone apps for social skills
http://blog.autismspectrumdirectory.com/2011/01/05/ipad-ipod-touch-and-iphone-apps-for-social-skills/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
PAR: NIMAS Protocolhttp://blog.autismspectrumdirectory.com/2011/01/05/ipad-ipod-touch-and-iphone-apps-for-social-skills/

http://www.donjohnston.com/products/par/index.html


The zones of regulation
The Zones of Regulationhttp://blog.autismspectrumdirectory.com/2011/01/05/ipad-ipod-touch-and-iphone-apps-for-social-skills/

  • CESA 8 and 9

    are sponsoring

    Author: Leah Kuypers


Self regulation
Self Regulationhttp://blog.autismspectrumdirectory.com/2011/01/05/ipad-ipod-touch-and-iphone-apps-for-social-skills/

  • 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
Arousal Over Timehttp://blog.autismspectrumdirectory.com/2011/01/05/ipad-ipod-touch-and-iphone-apps-for-social-skills/

High

Just right

Low

6 am

12pm

3pm

10pm


Alert program
Alert Programhttp://blog.autismspectrumdirectory.com/2011/01/05/ipad-ipod-touch-and-iphone-apps-for-social-skills/

  • Successful when the issues are self processing

  • Doesn’t fully address how emotions and thinking patterns impact the levels of alertness


Sensory input
Sensory Inputhttp://blog.autismspectrumdirectory.com/2011/01/05/ipad-ipod-touch-and-iphone-apps-for-social-skills/


Sensory processing disorders
Sensory processing disordershttp://blog.autismspectrumdirectory.com/2011/01/05/ipad-ipod-touch-and-iphone-apps-for-social-skills/

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
What’s going on? 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….


Audio
Audio 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….

The 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 on1
What’s going on? 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 happened
What Happened 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….

  • 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
Aspberger Parent 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….

  • 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
Would you ride with this driver again? 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….

newyear.phillipmartin.info


Successful self regulation
Successful Self Regulation 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….

Sensory Processing

Executive Function

Emotional Regulation


Oscar managing overwhelming sensory
Oscar: 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….Managing Overwhelming Sensory

http://www.youtube.com/watch?v=PNAc6zG1ve4

http://www.youtube.com/watch?v=U7NtO_r8uFM


Life s interactions
Life’s Interactions …. 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….

  • 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
Adam: starting to get”feedback” 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….and apply content control

http://www.youtube.com/watch?v=wnoNQa_qUm4


The incredible 5 point scale
The Incredible 5 point scale 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….

  • 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
Emily’s view Mrs. Lehman’s 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….

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 catch

1. On task


5 point scale
5 point scale 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….

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
Zones 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….

  • 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
Using the Zones 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….

  • 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
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
Working with Zone Vocab reactions/ emotions

  • 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
Activity reactions/ emotions

  • 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
Today I Feel Silly reactions/ emotions


Arousal over time1
Arousal Over Time reactions/ emotions

High

Just right

Low

6 am

12pm

3pm

10pm


Blue zone
Blue Zone reactions/ emotions

  • Body is running slow

  • Low energy

  • Not awake yet

  • Lethargic, Blue


Green zone
Green Zone reactions/ emotions

  • Good to go

  • Controlled response

  • Focused energy


Yellow zone
Yellow Zone reactions/ emotions

  • Starting to lose control

  • But also the source of great energy if it can be channeled

  • Body is on high alert


Red zone
Red Zone reactions/ emotions

  • 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? reactions/ emotions


What zone when do we feel this way
What Zone? reactions/ emotionsWhen do we feel this way?


Zone for wilfred gordon mcdonald partridge
Zone for Wilfred Gordon McDonald Partridge reactions/ emotions

http://www.youtube.com/watch?v=usnOEnTXabw


Lots of factors play into how we feel and respond
Lots of factors play into how reactions/ emotionswe feel and respond!


Sensory input1
Sensory Input reactions/ emotions

Sound

Sights

Position, Touch and Movement

Taste and Smells


Experiences on monday when it rained
Experiences: reactions/ emotionsOn Monday When It Rained


How we interpret and interact with the info experience
How we interpret and interact with the info/ experience reactions/ emotions

  • 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
What do you think about a person who… reactions/ emotions

  • 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
When is this cultural difference? reactions/ emotions

  • 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
Expected or Unexpected reactions/ emotions

#3

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



We all experience these zones
We all experience these zones reactions/ emotions


How do others feel when they are around you
How do others feel when they are around you? reactions/ emotions

  • Miss Nelson is Missing

http://www.youtube.com/watch?v=5alXPJ8t5Q8


He does reactions/ emotionsrealize…

You see…..


Good thoughts bad thoughts
Good Thoughts/Bad Thoughts reactions/ emotions

  • How does the mother feel?

  • How does the daughter feel?


How do we feel about this kid
How do we feel about this kid? reactions/ emotions


How soon will you refer
How soon will you refer? reactions/ emotions


When will he have friends
When will he have friends? reactions/ emotions


Enough good will defeat
Enough good will defeat…. reactions/ emotions

Enough Good thoughts

Negative Thoughts


Allowing thought to happen
Allowing thought to happen reactions/ emotions


There are 2 sides to this
There are 2 sides to this reactions/ emotions

  • My View

  • Your view


Perspectives the great pumpkin
Perspectives: The Great Pumpkin reactions/ emotions

http://www.youtube.com/watch?v=xiSIQzwIPzQ


From the social network
From The Social Network reactions/ emotions

http://www.youtube.com/watch?v=mFFtpd8VNN0


A quick review self regulation
A Quick Review: Self Regulation reactions/ emotions

  • 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 thinking what are you thinking about
Implementing Zone Thinking reactions/ emotionsWhat are you thinking about?


Why does izzy cover her ears
Why does Izzy Cover Her Ears reactions/ emotions

  • Sensory Processing Disorder

  • Suggestions for making the world better for processing


Brain hq building brain skills
Brain HQ: Building Brain Skills reactions/ emotions

https://brainhq.positscience.com/default/start


Why nikolai popov
Why? Nikolai Popov reactions/ emotions

  • Picture Book

  • Two Perspectives

  • Unexpected action triggers…..

  • Action/ reaction


Which zone am i in
Which zone am I in? reactions/ emotions

  • 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
Triggers reactions/ emotions

  • What triggers my move to blue, yellow, green or red?


Sizing up the problem
Sizing up the problem reactions/ emotions

  • Does the perceived problem match the real situation?


How do i feel when i am in each zone
How do I feel when I am in each zone? reactions/ emotions

  • 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
This is a critical concept for kids!!! reactions/ emotions

  • My perspective and your perspective.

  • Reaction to unexpected behavior

  • What do others think and say?


Tracking a student s zones across a day
Tracking a student’s zones reactions/ emotionsacross a day


Erica Albright reactions/ emotions: 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
Understanding where I am reactions/ emotionszone 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
Match Zone with Remedies reactions/ emotions


Sensory tool remedies
Sensory Tool Remedies reactions/ emotions

  • Sensory Activities:


Listening with your body
Listening with Your Body reactions/ emotions

  • Body Basics

  • Whole Body Listening Larry at Home!



Older students
Older Students reactions/ emotions

  • Yoga

  • Deep Breathing

  • Me Moves

  • Quiet Space

  • Working out

  • Making art

  • Music


Social thinking
Social Thinking reactions/ emotions

  • 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
The Shredder reactions/ emotions

  • Enter the problem or the unthinkable character

  • Select and shred


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