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A Whole Classroom Approach to Self-Regulation. Presented by: Meg Niesen, School Psychologist 8/31/09: MMSD Leadership Conference. What is self-regulation?. Self-regulation is… the ability to regulate feelings and actions in a socially appropriate manner. EMOTIONAL REGULATION - PowerPoint PPT Presentation
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A Whole Classroom Approach
to Self-Regulation
Presented by:Meg Niesen, School Psychologist
8/31/09: MMSD Leadership Conference
Self-regulation is…the ability to regulate feelings and actions
in a socially appropriate manner.
EMOTIONAL REGULATIONBEHAVIORAL REGULATION
What is self-regulation?
Emotional Regulation…the ability to label feelings, express feelings safely, and regulate one’s internal reactions to situations SO AS TO not be overwhelmed by our feelings in negatively perceived situations.
Behavioral Regulation….capacity to “read” social situations and adjust behaviors accordingly SO AS TO meet the demands of environmental and social interactions.
Self-regulation
Positive Behavior Supports
Why is self-regulation important?
• Improved self-esteem• Increased learning• Improved self-control• Increased positive relationships• Improved self-directedness• Increased engagement
Why do some kids just not get how to self-
regulate?Biologically speaking,Neurological Differences
Psychologically speaking,Disturbed Attachment Relationships
Practically speaking, Need for Explicit Instruction
The Self-Regulation Curriculum5 core lessons (CPRED) with optional extension
activitiesC Calm-Down SpotP Positive WordsR RelaxE Express YourselfD Distract Yourself
Each lesson utilizes activities that promote thedevelopment of emotional regulation andbehavioral regulation skills.
Introducing the 5 Do SomethingsWhen you don’t feel good,
it’s your job to
Do Something
to make yourself feel better.
Lesson 1: Calm-Down Spot
Lesson 1: Calm-Down Spot
Emotional Regulation“Positive vs. Negative Feelings”
Rationale:Children must first learn to differentiate feelings
that make themselves and others feel “good” and feelings that make themselves or others feel “not good.”
Explicitly teaching children the verbal and nonverbal cues we use to make these differentiations is key.
“Positive vs. Negative Feelings”Activity: Thumbs Up-Thumbs Down
Show children feeling face pictures and ask them:• Does this person feel good or does this person
feel not good?• Would you want to feel this way or would you
NOT want to feel this way?• Does feeling not good mean that you are “in
trouble”?
Lesson 1: Calm-Down Spot
Emotional Regulation
“Find Your Spot”Rationale:A variation on “fight or flight,” the calm-down spot
teaches students to utilize an adult-approved flight strategy to avoid potential problems.
Emphasize to students that a calm-down spot is not a specific place but rather a choice to retreat from a conflict and return to a state of calm.
Lesson 1: Calm-Down Spot
Behavioral Regulation
“Find Your Spot”Activity: Calm-Down PicturesIdentify calm-down spots in the classroom and
around the building
Practice being calm in your special calm down spot for 5 minutes (or longer)
Take pictures of students looking calm in their calm down spot.
Lesson 1: Calm-Down Spot
Behavioral Regulation
Lesson 2: Positive Words
Lesson 2: Positive WordsEmotional Regulation“Feelings Continuum”
Rationale:Students learn where they are on the feelings/
arousal continuum so that they can begin to make their own adjustments or allow adults to make adjustments in the environment so as to bring students back to a calm and comfortable states.
Lesson 2: Positive WordsEmotional Regulation“Feelings Continuum”
Activity: Feelings Thermometer• Students order 4-6 feeling faces on a continuum
(e.g., a thermometer)• After ordering faces, students attach
corresponding labels to each face
Lesson 2: Positive WordsBehavioral Regulation
“Use Your Words”Rationale:
Cognitive behavioral psychology teaches us that how we think about a situation influences how we feel about that situation and how we feel about a situation predicts how we will behave in the situation. Therefore, by changing our thoughts and/or feelings about a situation, we can alter our behavior.
Hence, positive words directed toward ourselves (by ourselves or by others) can positively impact our cognitions, feelings, and actions.
Lesson 2: Positive WordsBehavioral Regulation
“Use Your Words”Activity: Positive Memories
Note: Incorporate calm picture from Lesson 1
Younger Students:• Smile File Collage (drawings or cut-out pictures)
Older Students:• Picture/words/saying sheet
Picture-image-saying
Lesson 3: Relax
Lesson 3: RelaxEmotional Regulation
“Name That Feeling”Rationale:As children come to learn more about how
different emotional states can feel within themselves and others, they need to develop a vocabulary that will allow them to express their feelings with a compatible level of complexity. Emotional labeling activities allow children to discover how different feeling words connotes different intensities of emotions.
Lesson 3: RelaxEmotional Regulation
“Name That Feeling”Activity: Feelings CharadesOption 1: Using a set of feeling face cards, say the name of
each feeling and have the students copy the face they see displayed on the card. Require the students to be quiet, so that it is a non-verbal experience.
Teach students to wipe their
faces “calm” between each feeling face they make..
Lesson 3: RelaxEmotional Regulation
“Name That Feeling”Activity: Feelings CharadesOption 2: Using a set of emotional vocabulary words, read
out a word and have students make the face that the word conveys to them. As the activity progresses, have students try to guess what face other students are making.
Lesson 3: RelaxBehavioral Regulation“Mind-Body Connection”
Rationale:Our mind works together with our muscles to
create both physical and mental health. Movement that is performed in a conscious, controlled manner– whether it be fast or slow – helps to establish balance within our systems. Breath creates a rhythm for fluid movement and if we allow it, we can use breath to slow ourselves down and relax.
Lesson 3: RelaxBehavioral Regulation“Mind-Body Connection”
Activity Choices:YogaBreathingStretching/ ExercisingPositive VisualizationStress Balls & Fidget ToysProgressive Muscle RelaxationWall Pushing
Lesson 3: Extension Activities
Behavioral RegulationMind-body menusMake a “menu” of mind-body activities that
your class has learned and schedule in 2-3 mind-body breaks per day.
Make a mind-body activity strip that student can attach to their work area or keep on their notebook/ clipboard.
Yoga Breathe 15-s break R.E.L.A.X. Music Muscles
Lesson 4: Express Yourself
Lesson 4: Express Yourself
Emotional Regulation“Where Do You Feel Your Feelings?”Rationale:Our bodies undergo marked physical changes in
response to a wide range of emotions (from the subtle blush of embarrassment to the bulging neck veins of rage). Understanding these body cues can help students “catch” and “cope” with their negative feelings while they are still small and manageable.
Lesson 4: Express Yourself
Emotional Regulation“Where Do You Feel Your Feelings?”Activity: A Picture of Me UpsetIdentify areas in our body where wemight feel negative feelings:- butterflies in the stomach- headaches- rapid heart beat- weight on the chest- shaky knees- hands in fists- heavy eyes- tight mouth
Lesson 4: Express Yourself
Behavioral Regulation“Creative ( & Safe) Self-Expression”Rationale:Art and music therapy have a long-standing
history of helping children give meaning to emotions and experiences that are hard to capture in words. When overwhelmed and over-stimulated, many children need a release that allows them to experience competence and pleasure in order return to a state of self-control.
Lesson 4: Express Yourself
Behavioral Regulation“Creative ( & Safe) Self-Expression”Activity Choices: A Picture of Me NOT UpsetUsing the flip side of the “A Picture of Me Upset” worksheet used for Lesson 4’s Emotional Regulation activity,have students draw a picture of themselves wearing the clothes, hair,shoes, jewelry, and other accessories that best express who they are and how they want others to see them.
Lesson 4: Extension Activities
Behavioral RegulationSelf-Expression Sampling Activity Supplies Needed
Write in a journal Notebook, pen/ pencil
Drawing Crayons, markers, paper
Building with Legos
Tub of legos or duplos
Playdoh Playdoh and playdoh accessories
Dancing Dance music, marked off space
Music-making Electronic piano (with headphones!)
Lesson 4: Extension Activities
Behavioral RegulationSelf-Expression Sampling (continued) Activity Supplies Needed
Stringing beads Pony beads, pre-knotted string
Pipe cleaner creations
Pipe cleaners, examples of creations
Scrapbooking Classroom pictures, paper, markers, scissors, decorations
Coloring books Crayons and selection of coloring books
origami Origami paper, instructions
Lesson 4: Extension Activities
Behavioral RegulationSelf-Expression Sampling
Lesson 5: Distract Yourself
Lesson 5: Distract Yourself
Emotional Regulation“Feelings Fun”Rationale:In the previous emotional regulation
activities, students have learned how different emotions feel and have been taught vocabulary for labeling feeling. The previous behavioral regulation activities have shown students that they can tolerate emotional states without losing control. Now, it’s time put all that together.
Lesson 5: Distract Yourself
Emotional Regulation“Feelings Fun”Activity: Mood MonstersWith your class, talk about the emotions
that we sometimes attach to different colors, shapes, and line. Make a “legend” of what feelings you attach to each. Then, have students create their own personal mood monster that is an expression of themselves.
Lesson 5: Distract Yourself
Emotional Regulation“Feelings Fun”Activity: Mood Monsters
Lesson 5: Distract Yourself
Behavioral Regulation“Forget About It”Rationale:
The psychoanalytic branch of psychology talks about people consciously or unconsciously employing “defense mechanisms” to deal
with emotions that are too much to handle. One of these defense mechanisms is
sublimation – directing your energy into a useful alternative for an unacceptable goal. Distracting yourself is similar to sublimation.
Lesson 5: Distract Yourself
Behavioral Regulation“Forget About It”Activity Choice: Break Boxes
Break boxes are a collection of low cost, small activities that students can do on their own to help themselves feel better. This activity gives students a chance to explore what’s in your “industrial strength” classroom break
box (more about that later) and decide what they might like in their own personal break
box.
Lesson 5: Extension Activities
Behavioral RegulationDistraction StationsSimilar to Self-Expression Sampling, this
activity offers students a chance to proactively practice several different “distracting” activities and decide which ones they like the best.
As with the Self-Expression Sampling, be sure to give students a method for recording how well each activity worked at getting their minds off of what is bothering them.
Lesson 5: Extension Activities
Behavioral RegulationDistraction Stations Activity Supplies Needed
Puzzles Mix of puzzle types and difficulty-levels
Bubbles Bubble “juice” and variety of wands
Balloons Each student gets their own!
Activity Sheets Collection of search-a-words, cross-words, mazes, collor-by-numbers,etc.
Reading Cartoon books, joke books, etc.
Lesson 5: Extension Activities
Behavioral RegulationDistraction Stations (continued) Activity Supplies Needed
Straw Fiddling (bend, chew, blow)
Straws – 3-5 for each student
ABC’s & 123’s Letter charts and number charts
Listening Station Headphones and CD player with music, audio books, etc.
Visual relaxers Liquid motion toys, glitter wands, color strips, kaliedoscopes
Feel strips Wallpaper book, fabric swatches
Moving Forward: Summative Activities
Do Something Plans
Self-Regulation Tools
Sensory Equipment
Break Boxes
“I’m Stuck” Kits
HELP!
I’m STUCK!
Is it Sensory or Is it Behavior?
Behavior is a learned coping strategy.
Behavior is quickly learned when it is followed by success at meeting need and/or is rewarded
Repeated use of learned behaviors creates established behaviors (i.e., habits)
Once a behavior is established, it may look willful but often times the child has little conscious control over that behavior.
To keep a behavior from
being learned,
either don’t let it occur or don’t let it be
repeated.
Sensory Equipment
Rationale: Sensory and social-emotional needs that might
typically interfere with academic performance and social competence are met through the implementation of relatively inexpensive and easy-to-implement techniques and tools.
IMPORTANT: Self-regulation tools should be available on an as-needed basis or at a scheduled break time. These tools should not be withheld as a consequence or used as a reward.
Sensory Equipment:BALANCE DISKS
Seat cushions for students with a high need for movement (the wigglers) or those who are need a lot of tactile input (kids who are crashing and banging into objects, adults, and each other). One side of the disk is like a porcupine and the other side is slightly bumpy.
Sensory Equipment:WEIGHTED LAP CUSHION
• This small pillow fits in a student’s lap and is filled with 5 pounds of aquarium rocks (and a little bit of padding). Weighted cushions are effective with students who have a high need for movement or those who need a lot of tactile input. The weight on the lower body can be very calming for some students and can help them stay in their seat to complete work. It can also keep them from moving about during carpet/ circle time. The weighted cushions can be used with students who need to do some "heavy work" activities - moving something heavy up and down a hall to burn off extra energy or get some pressure into the shoulder, elbow, and wrist joints.
Sensory Equipment:HEADPHONES
Sound-blocking headphones are helpful for students who are easily distracted or bothered by external noises (the hallway, the room next door) or classroom chatter (e.g., teacher talking to other students, students working together on partner work).
Sensory Equipment:VISUAL RELAXERS
Visual relaxers are tools that student can look at during those times when they are starting to get agitated to help them calm down. Students who are tired often calm well with the visuals because it makes them sleepy and sometimes, resting is what they need to do. The visual sand/water "toys" can also be used as a visual timer for students to complete work within a certain amount of time or to record the length of their "sensory break."
Sensory Equipment: STRESS BALLS
Two kinds of stress balls were purchased. The small prickly balls are good for students who are seeking tactile input for their hands; the larger balls are good for kids who need to keep their hands busy so that they can stay focused.
“I’m Stuck” KitsRationale:
A common self-regulation strategy taught to children is that they are “stuck” and they need to engage in an activity that will get them “unstuck.”
“I’m stuck” kits are used both proactively and reactively to help children reorganize their disregulated emotions and behaviors and return to a state of equilibrium.
“I’m stuck” scriptA social script is a narrative that teaches a child appropriate behaviors to exhibit in varied social situations. Spencer, I’m noticing that you’re a kid who gets stuck sometimes. You just can’t do what I need you to do or other teachers need you to do and that’s a problem. Let’s call this the “I’M STUCK
PROBLEM”.
When you’re having the “I’M STUCK PROBLEM”, I notice that you don’t want to do your work, you might start yelling, or doing stuff that looks like
it’s being mean to me or your classmates. When I see this happening, I’m going to say, “Spencer, you’re stuck. Choose something to get yourself
unstuck.”
“I’m stuck” script
Then, this is want I need you to do [Teacher has “I’m stuck” kit available]:
This is called an “I’M STUCK” KIT . We’re going to keep this [in your cubby, teacher’s bookshelf, calm-down corner, etc.) I want you to choose to do one of these things for as long as you need to do it until you are unstuck.
These are all pretty fun things to do, so I can’t imagine why you wouldn’t want to do one of these things when I tell you that you need to do one of them OR if you decide that you’re getting stuck. Plus, you get to do one of these activities for as long as you need to until you feel unstuck. When you feel unstuck, you go back and do the work that you need to do at your spot.
“I’m Stuck” Activities Box
Things to IncludeCoping Activities• Emotional control visual, 15-second break cards,
Engine strategy card
Fun Learning Activities• Word searches, mazes, math sheets, drawing
sheets, crossword puzzles
High Interest Books• Joke books, cartoon stories, how-to-draw books,
puzzle books
Break BoxesRationale:Break boxes were a precursor to the “Do
Something” curriculum that came out of a Madison Schools Foundation Grant awarded to Lake View Elementary.
A break box consists of items that correspond to one or more of the sensory regulation areas used in the “How Does Your Engine Run?” program.
Classroom Break BoxThings to Include
Classroom Break BoxGround Rules
Classroom Calm Down Kit
Break Box: Industrial Strength
Additional Items to Include
Where do you get this stuff?Classroom Break Kit
(most materials available at Dollar Stores)
Materials Needed for Each Kit Costplastic container for kit boxsandwich-size sealable baggie1 spiky stress ball 1 squishy stress ball1 mini-kaleidoscope1 big slinky 1 mini-slinky4 markers and/or 8-pack crayons10 straws (cut in ½ to make 20)5 pipe cleaners
$1.00 each20 for $1.00$1.00 each$1.00 each6-8 for $1.00$1.006-8 for $1.0012-24 for $1.00100 for $1.0050 for $1.00
Where do you get this stuff?Classroom Break Kit
Materials Needed for Each Kit CostPaint sample strips, laminated dye-cut letters, shapes, numbers, etc15-second break cards (on cardstock)engine break cards (laminate)2 containers of playdoh/ magic dough30 pony beads3 craft strings (about 18 inches long each)20 plastic-coated paperclips
FREE!
FREE!FREE!6 for $1.00100s for $5.0020-pack for $1.00100s for $1.00
Classroom Break Kit(most materials available at Dollar Stores)
TOTAL COST FOR ONE KIT: approx. $6.00
Where do you get this stuff?
SENSORY EQUIPMENTBALANCE DISKSAvailable at Amazon.comIsokinetics Exercise Disc / Balance Cushion - 14" Diameter - 5 Colors
COST: $13.00
http://www.amazon.com/gp/product/B000WQ4Z7Q/ref=s9_simz_gw_s0_p200_t1?pf_rd_m=ATVPDKIKX0DER&pf_rd_s=center-2&pf_rd_r=1T98Z4D982GWB1B79VA3&pf_rd_t=101&pf_rd_p=470938631&pf_rd_i=507846
Where do you get this stuff?
SENSORY EQUIPMENTHEADPHONESAvailable at Harbor Freight.comHarbor Freight (retail store):4617 Verona Rd., Madison
Industrial Ear Muffs : Western Safety , 43768-0VGA
COST: $3.99/ pair
http://www.harborfreight.com/cpi/ctaf/displayitem.taf?Itemnumber=43768
VISUAL RELAXERSOfficeplayground.com(see Liquid Motion sidebar for full
selection):
COST: $3.99-5.99
Where do you get this stuff?
SENSORY EQUIPMENT
Spiral Glitter Wand$3.99;Product Code: 1307http://www.officeplayground.com/glitterwand.html
1 Wheel Timer - Kaleidoscope$3.99; Product Code: 2267
http://www.officeplayground.com/1wheelkaleido.html
STRESS BALLSDollar Store – many styles & varieties for $1
eachOfficeplayground.com (see Balls Multipack
Balls)COST: small: 12 for $2.99 large: 12 for
$7.99
Where do you get this stuff?
SENSORY EQUIPMENT
Porcupine Stress Ball - Mini$2.99 for 12; Product Code: 1230
http://www.officeplayground.com/porcupine.html
Mini Squeeze Balls$7.99 for 12; Product Code: 1618http://www.officeplayground.com/ministressball.html
WEIGHTED LAP CUSHION
Materials Needed:• 5 lb. bag aquarium gravel
– Petsmart.com COST: $4.00/ bag– or check an area pet supply store
• 19” x 26” piece of heavy-duty fabric (denim)
• 1 piece 18x25 foam padding or soft quilting– estimate $5.00/cushion for sewing supplies
(See also www.EfficiencyGene.com for instructions to make lap pads, body wraps, neck wraps, weighted stuffed
animals, weighted vests, and weighted belts.)
WEIGHTED LAP CUSHION Assembly:1.Fold fabric right sides together and stitch long
sides to make a fabric case2. Turn case right side out and insert bag of
aquarium rocks3. Insert padding along length inside of bag (so that
one side is bumpy from rocks and one side of soft from quilting).
4. Fold over and stitch fourth end until there is a finished hem edge
- Estimate ~30minutes/ cushion for assembly and machine sewing.
SENSORY EQUIPMENTRough Cost of Outfitting a
Classroom2 balance disks ~$26.005 pairs headphones ~$20.002 visual relaxers ~$10.006 large stress balls ~$4.006 small stress balls ~$1.501 weighted lap cushion ~$9.00Classroom Break Kit ~$6.00
~ TOTAL COST $75/classroom (plus upkeep)
How do you know if the intervention is working?
Progress MonitoringStudent Feedback StripsI was not feeling good, so I decided to do something to make myself feel better.
How do you know if the intervention is working?
Progress Monitoring
How do you know if the intervention is working?
Rate using GAS’s -2 to +2 rubric. Complete ratings every 4-6 weeks.
Contact InformationThis presentation was prepared by Meg Niesen, School Psychologist, Madison Metropolitan School District (MMSD) and placed with her permission on their website.
For more information, please contact Meg Niesen at mniesen@madison.k12.wi.us(under Margaret Niesen in GW)Phone: 608-663-5989
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