Zones of RegulationFostering Self-Regulation and Emotional Control

Tier 1 Intervention (All Students, KG-2nd)

What is Zones of Regulation?

The Zones is a systematic, cognitive behavior approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete zones. The Zones curriculum provides strategies to teach students to become more aware of, and independent in controlling their emotions and impulses, managing their sensory needs, and improving their ability to problem solve conflicts.

By addressing underlying deficits in emotional and sensory regulation, executive functions, and social cognition, the curriculum is designed to help move students toward independent regulation. The Zones of Regulation incorporates Social Thinking® (www.socialthinking.com) concepts and numerous visuals to teach students to identify their feelings/level of alertness, understand how their behavior affects those around them, and learn what tools they can use to manage their feelings and states.

Green Zone- Happy, Content, Ready to Learn

Blue Zone- Sad, Depressed, Sick

Yellow Zone- frustration, anxiety, nervous, silly

Red Zone- Angry, Aggressive,

Kids discuss these feelings/emotions and when they may feel this way. As the program continues, students learn how to cope with these feelings.

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(Completed) Lesson 1- Wall Posters of the Zones (Counselor) (30 Min)

Materials: PowerPoint, Poster for Each Classroom, Zones Handout WS (E), Crayons

This lesson introduces students to the four zones used to categorize the different emotions/feelings. The posters are a visual display in the classroom for students to refer to when they are unsure what emotion they are feeling and/or what Zone they may be in.

There are four zones that we use to describe how your brain and body feel:

The Green Zone- The Green Zone is like a green stoplight. When you are in this zone, you are "ready to go"/"ready to learn". In this Zone, you may feel happy, calm, focused and relaxed.

The Blue Zone- "You’re looking a little blue today". When you are in the Blue Zone, you may feel sad, tired, sick or bored

The Yellow Zone- The Yellow Zone is like a yellow stoplight, it is a caution/warning sign not only for you but also for your teachers and those around you. It is telling yourself and us that you are starting to lose focus or may be losing control and we need to implement some strategies to help you get back to being focused. In the Yellow Zone, you may feel frustrated, overwhelmed, silly, wiggly, excited, worried or anxious.

The Red Zone- The Red Zone is like a red stoplight, it is telling yourself and us that you need to stop and get yourself back in control. When you are in the zone, you may be out of control or feel mad, angry or elated.

Students are told that there is no "bad" zone and that it is okay and completely normal to be in all four Zones. No one can ever tell you how to feel but it is how you act while you are in each Zone and the situation. For example: it is okay to be mad but it is never okay to hit someone because you are mad. It also okay to feel silly but there is a time and a place to feel silly, like at recess. Students will color their handout.

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(Completed) Lesson 2- Zones Bingo (Counselor) (30 Min)

Materials: Bingo Sets for 60 Kids (Zones Bingo Chips, Emotion Cards, Bingo Card)

In this lesson students play bingo. This lesson is designed to offer students an enjoyable way to further work on recognizing different emotions and facial expressions that go with those emotions as well as review which emotion/feeling goes with which zone.

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(Completed) Social Thinking Lessons 1, 2, and 3 must be taught before Lesson 3 by Counselor

Social Thinking Lesson 1-Expected and Unexpected Behaviors (Teacher)

Materials: Chart Paper or Poster Board

This lesson allows students to have discussions on what are expected behaviors and unexpected behaviors. Students will brainstorm lists of expected behaviors and unexpected behaviors that they see in school.

Expected behaviors may include: completing work, raising hand when wanting to share, playing with someone if they are alone, paying attention, telling the truth, etc.

Unexpected behaviors may include: interrupting, pushing, hitting, saying mean things to others, not sharing, not doing your work, etc.

Class lists of expected and unexpected behaviors that students brainstormed will be displayed in their classroom for future reference.

Social Thinking Lesson 2-Our Behavior Impacts the Feelings of Those Around Us (Teacher)

Materials: “Miss Nelson is Missing” Book

In this lesson, we refer back to the previous lesson about expected and unexpected behaviors and examples of those. Students then learn how those behaviors impact the ways others around them feel.

For example: If you are demonstrating expected behaviors then those around you may feel proud, happy, etc. If you are displaying unexpected behaviors then those around you may feel frustrated, uncomfortable, angry, annoyed, etc.)

As a class, read the book Miss. Nelson is missing and discuss how the behavior of the students effected Miss. Nelson and how the substitute, Miss Viola Swamp's, behavior effected the students.

Social Thinking Lesson 3-Recognizing Expected and Unexpected Behaviors (Teacher)

Materials: Clear Plastic Cup per Student, green and yellow beads

In this lesson, students are given clear cups to put on their desk. When they are displaying expected behaviors their teacher will give them a green bead (represents expected behaviors). If they are displaying an unexpected behavior, they will be given a yellow bead in their cup.

As a class, we discuss how no one is perfect and sometimes we do things that are unexpected and that is okay, we just need reminders to fix our behaviors. If we are displaying more than 2 or 3 yellow behaviors in one day then it is not okay and we need to figure out strategies to turn that around.

We also talk about how beads cannot be taken out of the cup during the day so if you have a yellow bead and are embarrassed by it then start showing more expected behaviors. Once you do this then you, will be given more green beads and those green beads will cover up the yellow ones!

Cups will be emptied at the end of the day and the class will start anew the next day. Classrooms will do this activity for a week or longer depending on teachers preference (good fit for the classroom or not).

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(Completed) Lesson 3- The Zones in Video (Counselor) (30 Min)

Materials: Video Clips on Smartboard, colored zone cards

In this lesson, students view video clips from a variety of Disney Movies, cartoons, etc. Students watch short clips from these movies and identify zones in the characters portrayed as well as why they are in that zone or how you know they are in that zone. Students are also asked to watch for expected and unexpected behaviors displayed by the characters.

(Completed) Lesson 4- The Zones in Me (Counselor) (30 Min)

Materials: Scenario Cards (G), Zones Posted on Each Wall, Zone WS (H)

In this lesson, students will listen to different scenarios and move to the wall that represents the Zone they would be in if that scenario happened to them.

Scenarios that they will hear and think about:

"You have a doctor’s appointment at 2:00 and it is now 2:30... You are still in the waiting room. How do you feel?"

"You are having dinner with your family"

"You just woke up in the morning"

"You got your test back and did not do very well on it"

This lesson allows students to process how they would feel and then share why they would feel that. It also allows students to see how others feel different emotions about situations for different reasons.

(Completed) Lesson 5- Understanding Different Perspectives (Counselor) (30 Min)

Materials: K-2 (WS I), 3rd (J & K)

In this lesson, students will reflect on how others are affected by their behaviors and how others view the behaviors. They will see how natural consequences are linked to how people feel about them.

K-2 will complete an understanding different perspective sheet. Third will complete a social behavior map. Students will work in groups exploring each zone, and will share out. Students will be in groups of six.

(Completed) Lesson 6- Me in My Zones- (Counselor) (30 Min)

Materials: WS (L) Stapled, Crayons and Pencils

In this lesson, students will gain insight into some of the physiological cues their bodies have that will let them know what zones they are in.

(Completed) Lesson 7- Triggers Ahead (Counselor) (30 Min)

Materials: WS (P) printed on Yellow, Pencils

In this lesson, students will reflect on what events or “triggers” push them into the Yellow and Red Zones. Each student will be given a yellow piece of paper that will be their "caution" sign. On this "caution" sign, they will list "triggers" or things that push them into the Yellow and/or Red Zones. As a class we will discuss why it is important for us to recognize our triggers as well as why it is important to know other peoples triggers. It is important for us to recognize what our triggers are so that we can use tools to help us calm down and noticing what triggers us will help us get that tool right

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away or just allow us to stay away from those types of situations/environments. Knowing other peoples triggers is good so that we know ahead of time what makes them upset and we can either help them get a tool when needed to know not to say/do certain things when we are around them.

Once students are done writing their triggers on their caution sign we will come back together as a class and share a one or two of the triggers we wrote. Caution signs may also be hung in the classroom or in the hallway.

(Completed) Lesson 8- Exploring Support Tools for Sensory and Calming (Counselor) (30 Min)

Materials: Examples of Sensory Tools, Copies of thee Breathing and Calming Sequences, WS (R)(S)(T)(U)

Sensory: In this lesson, students will explore different "tools" that that feel like would help them calm down or get focused when they are in a particular Zone.

Sensory "Tools" vary depending on classroom. Some "tools" may include:

Rice Box Squishy Ball Stuffed Animal Book Taking a break outside the room (possibly to get a drink, go to the bathroom or run an errand for the teacher) Draw a picture Write a letter or journal

Calming: In this lesson, students will explore and practice different calming techniques that that feel like would help them calm down or get focused when they are in a particular Zone.

Three Calming Techniques that students will explore:

The Six Sides of Breathing Lazy 8 Breathing The Calming Sequence

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(Completed) Lesson 9- Exploring Support Tools: Thinking Strategies (Part 1) (Counselor) (30 Min)

Materials: WS (V)(W), Visuals Displayed in Room, Posters for the Classrooms

In this lesson students will learn 1 of 3 different thinking strategies to help them self-regulate. The first strategy that they will learn is; Size of Problem. With this activity, students will evaluate the size of problems using a visual scale and then analyze the emotional responses to those problems. This activity will allow students to start working on the fact that some problems are big while others are little and can simply be ignored. They will also understand that problems require different reactions, emotions, and solution based on their size.

Lesson 10- Exploring Support Tools: Thinking Strategies (Part 2) (Counselor) (30 Min)

Materials: Board/Chart Paper to Write On, Inner Coach/Critic Worksheets (X)(Y)

In this lesson students will learn 1 of 3 different thinking strategies to help them self-regulate. The second strategy that they will learn is; Inner Coach vs. Inner Critic. With this activity, students will think about things their Inner voice says to them. Examples could be from a time they reached for something on the stove or oven, their responses may be "It's hot", "Be careful", etc. As a class, we will brainstorm other things our inner voice may say to us and times that it may say it.

We will then discuss that an Inner Coach put positive thoughts in our head like "Good Job!", "I did it!", "Way to go!" and makes us feel good about situations. We will discuss different situations in which our Inner Coach comes out and what our Inner Coach may say to us.

Examples of situations:

Scoring a goal Doing well on a test Trying something new

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After talking about our Inner Coach, we will move onto our Inner Critic. Inner Critic is the voice that puts negative thoughts in our head like "You can't do it" or "Don't even try". We will discuss different situations in which our Inner Critic comes out and what our Inner Critic may say to us.

Examples of situations:

Playing a sport Not doing well on a test Trying something new

After we discuss the situations in which our Inner Critic may come out and the things our Inner Critic may say we will then prepare ourselves for what we can say back to our Inner Critic like "Go away", "You're not being very nice", etc.

I will remind students that things are going to happen where our Inner Critic may say some things to us but we need to try to make that Inner Critic go away and bring out our Inner Coach to give us positives.

Some examples would be:

Not doing well on a test- Instead of having our Inner Critic tell us how bad we did and "I can't believe you missed that one problem”, our Inner Coach needs to come out and say "It's okay, You will do better next time" or "You tried your best!"

A friend may say something hurtful to you- Instead of having our Inner Critic tell us "You have no friends" or "No one likes you" our Inner Coach needs to come out and remind us "You have tons of friends, don't let one person bring you down".

Lesson 11- Exploring Support Tools: Thinking Strategies (Part 3) (Counselor) (30 Min)

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Materials: Stretchy Things (Rubber band, Pipe Cleaners), Rigid Things (Rocks, etc.), Poster with Superflex and RB

In this lesson students will learn 1 of 3 different thinking strategies to help them self-regulate. The third and last strategy that they will learn is; Superflex vs. Rock Brain. In this activity, I explain to students that a pretend superhero named Superflex lives inside of them. Superflex has super powers! He is bendable, stretchable and flexible. He helps us "stretch" our minds to think of solutions to our problems. Rock Brain is another character that lives inside of us. He invades our brain and gets us stuck on one problem or thought of how we can do something. Everyone experiences Rock Brain, he is the person that invades our brain when we are stuck on a math problem and instead of thinking about what we can do to solve the problem we just get stuck and sometimes shut down and not complete our work. Rock Brain usually puts us in the yellow and/or red zone and at times can make our tiny problem become a huge problem. When Rock Brain invades our brain we need to signal for Superflex to come along and help us "stretch" our thinking to so we can come up with different solutions and stay in the green zone!

Example of Problem: Stuck on a math problem

Rock Brain would: Make us stay stuck on the problem, shut down, give up, not complete the work, end of in principal’s office

Superflex would: Could ask for help from the teacher, could ask a friend for help, could ask mom and dad for help, could use our math tools (multiplication chart, number line, etc.), skip the problem and come back to it.

We also discuss how when Rock Brain invades our brain he can also make others feel in the yellow zone. When we give up and are negative or stuck in just the problem and do not want to come up with the answers then others may feel frustrated with us.

Lesson 12 – Applying Zone Tools (Part 1) (Counselor) (30 Min)

Materials: Paper Folder per Student with Needed Worksheets WS (Z)(AA)(BB)

In this lesson, students will make a Zones book. This book will allow them to reflect on what they learned throughout the Zones program. In the book, they will think about:

How their body/mind feels in each Zone How their behavior in that Zone may make others feel What tool(s) would be best to use in that Zone Situations in which they may find themselves in that Zone.

Lesson 13- Applying Zone Tools (Part 2) (Counselor) (30 Min)

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Materials: Paper Folder per Student with Needed Worksheets WS (CC)(EE)

In this lesson, students will make a Zones book. This book will allow them to reflect on what they learned throughout the Zones program. In the book, they will think about:

How their body/mind feels in each Zone How their behavior in that Zone may make others feel What tool(s) would be best to use in that Zone Situations in which they may find themselves in that Zone.

Lesson 14- Stop, OPT, Go (Counselor) (30 Min)

Materials: Stoplight Visual for Each Classroom, six Ways to Solve a Problem Handout/Visual of Stoplight, Problem Solving Scenarios, WS (GG)

In this lesson students learn problem solving alternative solutions to conflicts. Stop, OPT, Go teaches them how to slow down before they act on an impulse and sort through solutions, reflecting on which solution will be most beneficial in resolving the conflict.

Red = STOP before you act Yellow = OPT- Think of all your options and how they will work out. At this time, we talk about how it may take a

couple hours or even a day or so to think about our options and decided which one is the best. It may not be something that happens right away and you may need help from others depending on what the problem is.

Green = Go with you best option

After teaching students the concept of Stop, OPT, Go I review/teach the "6 Ways to Solve a Problem" strategies. Strategies are:

1. Walk away – especially important when they are outside or in a place where they can just remove themselves from the problem

2. Ignore – similar to walking away but more plausible when they are in the classroom or hallway and can’t physically move away from the problem

3. Ask nicely – we always talk about starting off friendly and asking the person bothering them or causing the problem to stop or do something different

4. Say STOP – if you have tried a friendly approach and they are just not listening, be more firm and say stop so they know you are upset

5. Use an I Message – we practice these over and over. They say “I feel _________, when you __________. I would like you to ____________.”

6. Get an adult - If you have tried these and they are not working or someone is hurt or in danger, get an adult.

Students then get into groups and I read problem-solving scenarios. As a class, we discuss what our first reaction may be then we Stop, and as a group, they come up with other options on how to solve the problem. Some options may be ones that they thought of and some options may be from the six strategies listed above. I then have each group share what they feel like the best option is and why.

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