ZONES Of Regulation

Question 1

ZONES of regulation

Answer 1

• developed for use with children with autism spectrum disorder, however is successful with a range of children to better understand their bodies
• THERE IS NOT A GOOD ZONE
• all people experience all the zones
• green is not the only goal
• cognitive behavioral approach = uses understanding of senses and feelings to create a plan of action

Question 2

ZONES of Regulation triangle

Answer 2

• tier 3 = children requiring individualized intervention
• tier 2 = intervention: children identified as needing increased support in the form of a small group
• tier 1 = interventions: entire classroom interventions to promote skill development

Question 3

Self regulation is composed of (circle diagram)

Answer 3

• emotional self-regulation
• sensory integration
• executive functioning

Question 4

Sensory processing

Answer 4

• sensory input comes in
• process input with receptors and brain
• produces a response

Question 5

Sensory considerations

Answer 5

• tactile
• visual
• auditory
• taste
• smell
• vestibular = located in the inner ear and responsible for the body moving through space
• proprioception = located in the joints and muscles, responsible for where the body is
• under = sensitive to sensory input (hyposensitive)
• over = sensitive to sensory input (hypersensitive)

Question 6

Plan

Answer 6

• teach children about the zones
• identify the zones in others (movies, books, their family members)
• identify the zones in themselves
• explore sensory strategies to change zones (oral, tactile, auditory, smell, taste, movement)
• explore thinking strategies to change zones (big vs little problem, inner coach vs inner critic, and flexible brain vs rock hard brain)

Question 7

Executive functioning

Answer 7

• internalization of speech
• flexible thinking
• planning
• inhibition (impulse control)

Question 8

Blue zone

Answer 8

• low states of alertness
• feeling tired, sad, sick, bored, and moving slowly

Question 9

Green zone

Answer 9

• a regulated state of alertness
• described as calm, happy, focused, content, and ready to learn

Question 10

Yellow zone

Answer 10

• a heightened state of alertness
• a child may be experiencing stress frustration, anxiety, excitement, silliness, nervousness, and confusion
• a child still has control, but may be on the verge of losing control

Question 11

Red zone

Answer 11

• extremely heightened state of alertness or very intense feelings
• a child may experience anger, crying, explosive behavior, panic, terror, yelling or hitting
• a child is not in control of their body

Question 12

Goals of the ZONES program

Answer 12

• for students to identify a range of emotions and how they relate to a specific zone
• for students to identify their body’s cues regarding what zone they are experiencing
• for students to develop insights on triggers and circumstances that influence zones
• for students to identify sensory strategies to change their zone and match the zone to the activity
• for students to develop calming techniques
• for students to develop thinking strategies
• for students to have a better understanding of how their zones impact what others think and feel about them

Question 13

Introduction of tools

Answer 13

• sensory tools
• calming tools
• thinking tools

Question 14

Sensory tools

Answer 14

• visual, tactile, movement, vestibular, and proprioception

Question 15

Calming tools

Answer 15

• breathing techniques

Question 16

Thinking tools

Answer 16

• big vs little problems
• inner coach vs inner critic
• super flex vs rock brain thinking