Emotional Regulation and Sensory Supports

Kelsey Klatt, Melissa Miller Author

04/06/2021 Added

38 Plays

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Emotional Regulation and Sensory Supports for Students with Significant Cognitive and Verbal Needs

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[00:00:01.830]Welcome to Emotional Regulation and Sensory Supports
[00:00:05.820]for Students with Significant Cognitive and Verbal Needs.
[00:00:08.640]I'm Melissa Miller.
[00:00:09.720]And I'm Kelsey Klatt.
[00:00:11.370]We work at Brook Valley North
[00:00:14.389]or Brook Valley School I guess I should say in La Vista.
[00:00:19.770]These objectives that we're looking at today,
[00:00:22.020]we wanna identify potential deficits
[00:00:23.650]and self-regulation skills, implement strategies
[00:00:26.520]to teach feelings, develop a toolbox
[00:00:28.980]of possible sensory strategies and supports
[00:00:32.150]and recognize the importance of a team approach.
[00:00:38.220]A little bit about us.
[00:00:40.130]I am Melissa Miller.
[00:00:42.140]I have been teaching for about 20 years.
[00:00:45.040]I started out in Blair Teach
[00:00:48.989]a third through fifth grade, multi categorical classroom.
[00:00:52.300]I'm a member of the Metro ASD Network
[00:00:55.410]and I've been here at Brook Valley
[00:00:58.050]for the last several years.
[00:00:59.350]I taught two years here before moving
[00:01:02.160]into the role of the autism consultant in the building.
[00:01:05.430]And again, I'm Kelsey Klatt
[00:01:06.960]I'm the occupational therapists at Brook Valley schools.
[00:01:11.300]Prior I've been at Brook Valley for, this is my third year.
[00:01:15.110]Prior to working for the schools
[00:01:16.832]I worked in outpatient pediatrics
[00:01:20.360]or an outpatient pediatric clinic.
[00:01:22.503]And I also worked with some adults
[00:01:23.590]with disabilities as well.
[00:01:26.470]So a little bit about Brook Valley North.
[00:01:30.410]Well, there's actually three parts,
[00:01:31.830]three programs to Brook Valley.
[00:01:33.560]We have Brook Valley North, Brook Valley South
[00:01:35.640]and then Brook Valley Young Adults.
[00:01:37.760]We're gonna concentrate mostly on Brook Valley North today.
[00:01:40.920]Kelsey and have worked in both buildings
[00:01:42.940]in all three programs, I guess
[00:01:45.990]but most of our presentation today is working
[00:01:48.030]with those kids at Brook Valley North.
[00:01:49.750]Those students have autism and behavior disorders.
[00:01:54.320]They have IQs typically under 60.
[00:01:57.180]Most of them come to us with limited verbal communication
[00:02:00.270]if any at all.
[00:02:02.140]We utilize all 27 evidence-based practices.
[00:02:08.038]We very much use the structured teaching principles
[00:02:11.500]throughout the building, throughout the classrooms
[00:02:13.920]lunchroom and PE.
[00:02:16.420]We also use an antecedent based intervention.
[00:02:21.169]And then we obviously utilize a team approach.
[00:02:23.820]Our team approach we're fortunate
[00:02:26.030]to have enough support staff.
[00:02:28.780]When I started here at Brook Valley,
[00:02:30.370]we didn't have all of these support staff people,
[00:02:33.530]but our support staff consist of occupational therapist,
[00:02:37.270]autism consultant, SLP, our PT, our nurse, our counselor.
[00:02:42.370]And then we have an in-house substitute teacher.
[00:02:46.640]Those people are around the buildings doing
[00:02:49.730]what they need to be doing during the day for their jobs,
[00:02:51.970]but they're also there to support teachers
[00:02:53.560]and students with behavior needs
[00:02:55.700]or communication needs anything that we can help with.
[00:03:01.810]Everybody at Brook Valley, all of the staff
[00:03:04.060]which includes all of the paras,
[00:03:05.490]all the certified, all the licensed, our secretary,
[00:03:09.020]our data entry person we are all trained in the same areas.
[00:03:16.670]So if we're doing a behavior training,
[00:03:19.550]we have our data entry person there,
[00:03:21.040]we have our secretary there
[00:03:23.760]so that we are all getting the same information,
[00:03:25.950]our paras are there.
[00:03:27.620]Throughout the year we do trainings
[00:03:29.080]with our certified and licensed staff.
[00:03:33.180]And then a few weeks later, we'll go in
[00:03:34.870]and do the exact same training with our para staff.
[00:03:38.020]So everyone is trained and that's kind of where
[00:03:39.837]we get that team approach at.
[00:03:42.900]All right, here you can see some of the structures.
[00:03:47.060]When I say the principles of structured teach
[00:03:49.620]we've got the tape on the floor
[00:03:51.640]so they know their boundaries.
[00:03:52.710]We have the work box system set up
[00:03:54.370]where they're matching to same.
[00:03:57.010]We have visual timers.
[00:03:59.120]We don't have a whole lot on the wall.
[00:04:00.530]They're visual schedules there.
[00:04:02.360]These are informational pages for the staff
[00:04:05.370]so that they know what to look for.
[00:04:07.860]PBS grids, first done boards, the PBS stickers.
[00:04:14.470]It's separated by a filing cabinet.
[00:04:18.180]Some of the kids may have some folders
[00:04:21.230]with some other information in there
[00:04:22.936]that they need depending on the student.
[00:04:27.630]We get asked the question all the time
[00:04:29.210]of how do you teach the zones of regulations
[00:04:31.030]to our students with this low cognitive ability?
[00:04:35.560]It takes a lot of time.
[00:04:36.760]It's not something that's gonna happen
[00:04:38.880]in a quarter or in a semester,
[00:04:41.010]maybe not even in a year,
[00:04:43.890]but we're all doing the same thing.
[00:04:45.820]So when I say we're all being trained
[00:04:48.250]in the same areas, zones is one of those areas.
[00:04:51.100]We may have teachers come in that are new.
[00:04:54.270]They might not have the zones training yet,
[00:04:56.420]but we make sure they know the vocabulary
[00:04:58.050]that we're using with the kids.
[00:04:59.310]So the colors of the zones, the feelings
[00:05:01.960]and how to name it, everyone uses that same vocabulary.
[00:05:06.540]We're all using those same core words
[00:05:08.970]that are out of the zones book.
[00:05:11.270]And then things that we do.
[00:05:12.910]We target two to three emotions.
[00:05:14.520]We name it, we use airless teaching,
[00:05:17.290]we demonstrate the emotion
[00:05:19.010]or when the students demonstrate the emotion, we name it.
[00:05:21.730]We have check-ins, we've got verbal behavior programs
[00:05:24.080]or intensive teaching programs using the zones.
[00:05:28.760]And then we utilize the activities
[00:05:30.510]that are in the actual zones of regulation book.
[00:05:33.360]So we're gonna go through some of those today.
[00:05:36.090]So target two to three emotions.
[00:05:38.223]What we typically do is
[00:05:39.790]we look at just two emotions for each area.
[00:05:42.470]I think there's like over 40 vocab words
[00:05:44.390]for all of the zones in the book.
[00:05:46.590]Our kids can't learn that.
[00:05:47.470]So we start out with just two.
[00:05:49.030]So in the blue zone, it might be sad, sick, tired.
[00:05:54.520]We don't do a whole lot of sad.
[00:05:56.270]Our kids usually come in sick or tired.
[00:05:57.890]And that's what they're trying to tell us.
[00:05:59.710]In the green zone it could be I'm okay,
[00:06:01.810]I'm happy, I'm calm, I'm good to go,
[00:06:05.800]I'm ready to learn, any of those.
[00:06:07.750]We can pick two of those out
[00:06:09.190]for that individual child.
[00:06:12.050]In the yellow zone which typically go
[00:06:13.600]with frustrated or silly.
[00:06:18.400]Sometimes we have a scared in there depending on the student
[00:06:21.570]and then for the red zone, it is usually angry and mad.
[00:06:25.310]It might be aggressive if we have a kid that hits or kicks
[00:06:28.190]or does something like that, we'll use the word aggressive
[00:06:31.350]so they can see that that puts them in the red zone.
[00:06:36.910]So after we target those two to three words
[00:06:39.040]we then start looking at taking some data.
[00:06:43.410]It's a lot like the ABC data.
[00:06:45.190]We're looking to see,
[00:06:46.023]when does this student get dysregulated?
[00:06:48.090]What happened before?
[00:06:48.950]What happened after?
[00:06:50.230]What tool did we try?
[00:06:52.310]And then we just continue to work on that.
[00:06:55.370]So that's a lot for one teacher with,
[00:07:00.000]in our building it's usually five or six kids
[00:07:02.210]in a classroom.
[00:07:03.210]That's a lot of data to take.
[00:07:04.650]So that's where their support staff comes in.
[00:07:07.440]I come down and I can sit
[00:07:08.690]and take some data and we can try some things.
[00:07:10.960]Kelsey may go in as the OT and try some things
[00:07:14.410]and then nark it on a sheet.
[00:07:16.449]So we're all working, trying to dive into that data
[00:07:20.960]a little bit and get more data.
[00:07:22.500]So when we do that we use this board
[00:07:24.550]that we call sounds and looks.
[00:07:30.980]And so it's just, it has each area, what it looks like
[00:07:34.210]what it sounds like, what tools I can use
[00:07:37.190]and I can use as a student
[00:07:39.110]and then what staff can do to help me.
[00:07:42.170]So we will go through and I'll show you a couple examples.
[00:07:47.440]This is Sadie.
[00:07:48.560]Sadie would be in that upper 60 cognitive range
[00:07:51.780]that I talked about.
[00:07:54.820]She was able to sit with me
[00:07:55.960]and we were able to go through some of this.
[00:07:57.690]I had gone in and saw some behaviors
[00:07:59.450]and saw some dysregulation.
[00:08:01.620]And so we're able to talk about it.
[00:08:03.780]So we talked about,
[00:08:04.640]you know when she's not feeling very well
[00:08:06.730]or she's in that blue zone where she's tired,
[00:08:08.880]because a lot of times she'll come in and say,
[00:08:11.110]I'm tired today.
[00:08:12.010]So what does that look like for her?
[00:08:14.060]She has a sad face.
[00:08:16.300]She's sleepy.
[00:08:17.133]She just doesn't quite awake
[00:08:18.800]and doing anything she's not working.
[00:08:22.540]She will say, I don't feel well.
[00:08:25.120]Or she might even just cry.
[00:08:26.560]She might just come in and cry.
[00:08:28.310]So then here's the tools that she can use.
[00:08:30.698]She can tell the teacher, I need to talk.
[00:08:33.160]She can lay her head down for a little bit
[00:08:34.940]and ask for a break.
[00:08:36.930]Ask her teacher for different activities.
[00:08:39.360]Sometimes those activities that we're giving her
[00:08:41.460]in the morning, she needs to be more alerted
[00:08:44.516]and maybe just a worksheet or a work box
[00:08:47.620]isn't an alerting enough.
[00:08:49.770]And then this is how staff can help her.
[00:08:52.390]Raise her hand, walk with her or take her for a walk,
[00:08:56.450]get her a different activity, whatever that may look like.
[00:08:59.220]Her green zone, things are going well, she's ready to work.
[00:09:02.690]She's working on her activities.
[00:09:06.480]She's smiling, she's happy.
[00:09:09.890]And so staff can assist her in getting some of
[00:09:12.190]those other activities that might be
[00:09:14.320]in the other zones as well
[00:09:16.140]but they're in that green zone because
[00:09:17.440]she has access to them all the time.
[00:09:20.540]The yellow and the red.
[00:09:22.920]When she gets to the yellow zone, she just starts to stare.
[00:09:25.610]She'll look right through you.
[00:09:28.840]And she's just there.
[00:09:31.140]And it's like, if we can catch her there,
[00:09:32.770]we don't go into that rage stage,
[00:09:34.370]which is kind of her red zone.
[00:09:36.400]So we started to pick up on that when she starts to stare.
[00:09:40.400]Staff will kind of give each other a look of,
[00:09:42.440]okay, what do we need to do?
[00:09:43.450]Do we need to switch out?
[00:09:46.750]What does that look like to her?
[00:09:48.130]Do we need to say,
[00:09:49.257]"Oh, Sadie, I see you you're staring.
[00:09:51.240]Do you need to go talk to Ms. Cash?
[00:09:54.110]Or do you need some calming music?"
[00:09:57.220]So we can try and get her to come back
[00:09:59.710]and talk with us so that we can get her some of those tools.
[00:10:02.220]Also in her yellow zone, she has lots of giggling.
[00:10:06.388]When she starts to talk really fast
[00:10:08.560]and she's giggling, we're hitting this yellow zone.
[00:10:11.830]We're gonna go over that edge.
[00:10:14.330]So we were just able to, when I said to her that, you know
[00:10:17.440]you're talking really fast, I can't understand you.
[00:10:19.940]And you just keep talking.
[00:10:21.690]I said, how does that make you feel?
[00:10:22.850]She goes crazy.
[00:10:24.640]So we noticed that.
[00:10:26.810]So I was just talking fast to say, okay,
[00:10:28.490]let's pull this down.
[00:10:29.970]Let's go take a walk.
[00:10:31.120]Let's get some calming music.
[00:10:32.750]Let's get your fidgets out, whatever that may be.
[00:10:35.230]And for her red zone, the biting and the kicking
[00:10:38.410]taking the clothes off, throwing things, knocks things over
[00:10:40.910]she's screaming when she's doing it.
[00:10:45.270]And when she's here, that's what we call that rage,
[00:10:48.380]that's that rage cycle for her.
[00:10:49.760]So there's not a whole lot of tools
[00:10:52.090]that we can do other than get her to a safe space
[00:10:55.210]and wait for her to get calm,
[00:10:57.560]maybe playing some slow music, those types of things.
[00:11:03.580]Then my friend Dylan.
[00:11:08.350]Dylan is not able to sit
[00:11:09.720]and talk to me about these things.
[00:11:11.100]So we had to do a lot of observation and data collection.
[00:11:16.930]The para in the classroom, the teacher, myself
[00:11:19.250]the OT, our counselor, our principal, all came in
[00:11:23.500]and we would kinda talk about what things we'd see.
[00:11:26.860]I like to put the sheet up above their area.
[00:11:28.700]So it's right there so if I see something,
[00:11:30.470]I can write it down quick.
[00:11:31.850]We might be able to come back as a team afterschool
[00:11:36.240]or tomorrow morning and talk about what we saw.
[00:11:40.120]A lot of times out of those conversations
[00:11:41.540]then we get that, Oh, and I saw that the other day
[00:11:45.600]we were just talking about Dylan yesterday.
[00:11:48.060]I think about his jumps and his screaming
[00:11:50.680]have changed a little bit
[00:11:51.700]and have to do with the bathroom a little bit than behavior.
[00:11:56.060]But Dylan does not come in to school, tired or sick or sad.
[00:11:59.440]He is a happy little boy,
[00:12:02.420]gets a little enough sleep at night.
[00:12:04.780]He may have to lay down just to get his day started.
[00:12:10.030]But most of the time he's awake
[00:12:11.790]and alert when he gets in here.
[00:12:12.780]So we don't have really anything in here.
[00:12:15.450]We may give him space and let him lay down
[00:12:17.530]for like five to 10 minutes
[00:12:18.670]but he doesn't lay down for five to 10 minutes,
[00:12:22.060]maybe a minute or two.
[00:12:25.170]When he's in the green zone, he's just doing
[00:12:26.750]he's following a schedule, he's working, he's happy,
[00:12:29.891]he can joke, he can have a conversation.
[00:12:32.259]He's just good to go.
[00:12:33.530]He doesn't need a whole lot in that green zone.
[00:12:37.210]In the yellow zone, he takes these three quick jumps.
[00:12:42.490]That's usually followed with a high pitch scream.
[00:12:46.800]He bites his hands or his arms.
[00:12:49.520]He pinches others.
[00:12:51.100]He'll get real close up next to you.
[00:12:52.560]He'll bite his arm.
[00:12:54.241]And then he'll pinch you,
[00:12:57.260]pacing in and out of his area, covers the space.
[00:13:01.600]So that's what it looks like for him.
[00:13:03.120]And then what it sounds like is
[00:13:04.640]he'll say something like baby cakes
[00:13:06.900]or the kid that traps Casper
[00:13:11.394]or he will giggle uncontrollably.
[00:13:12.580]Like he just, that's all he does is just giggle.
[00:13:15.460]So then things that work for him,
[00:13:19.290]we didn't know at first when we got Dylan,
[00:13:21.080]but oral motor was a big thing for him
[00:13:24.630]and walking is huge for him.
[00:13:26.150]So we typically go to those two first.
[00:13:31.190]There was some trauma after Dylan came here
[00:13:35.840]and chewy tubes don't really work.
[00:13:37.940]So we use suckers and that's hard,
[00:13:40.670]I know for everybody to understand, but we do use the candy.
[00:13:43.870]Dad has approved it.
[00:13:47.170]He needs that crunch.
[00:13:48.010]He needs that resistance.
[00:13:50.830]We've also transitioned him to apples.
[00:13:54.050]So he can bite into that apple.
[00:13:56.080]And it's not always candy.
[00:13:59.810]A lot of times we just have to ignore the behavior
[00:14:01.510]and redirect him.
[00:14:02.490]And that will help him once we get that sucker
[00:14:04.650]and he can do that,
[00:14:05.483]he's usually able to tell us,
[00:14:07.050]I need to go for a walk or I'm okay.
[00:14:10.590]His red zone he's biting himself.
[00:14:13.280]He could be biting others.
[00:14:15.020]He's always pinching, kicking.
[00:14:17.780]He'll just drop his body to the floor.
[00:14:20.580]He'll take his pants down.
[00:14:22.630]And he'll say things like I'm a witch or I'm a bunny
[00:14:26.240]and I don't like carrots.
[00:14:27.660]So anytime we hear those sayings,
[00:14:29.100]we know we're in the red zone and we need to go walk.
[00:14:33.240]He can't handle it.
[00:14:34.700]So again, we ignore what he's doing.
[00:14:37.630]We give directions with limited verbal
[00:14:40.640]and try to use pictures if we need to.
[00:14:43.030]Otherwise, if we just take his hand
[00:14:44.680]he'll typically just walk with us.
[00:14:49.800]Squeezes on his hand while walking,
[00:14:51.940]he might need some shoulder squeezes.
[00:14:54.970]He doesn't typically,
[00:14:56.140]once he yells and probably kicks a couple of times,
[00:14:59.640]he's usually okay and so we can go right into these tools.
[00:15:02.530]That's not the case with all the kids.
[00:15:05.900]A little bit about more about Dylan.
[00:15:08.140]So Dylan started with us about five years ago.
[00:15:10.710]He had come to us with some behaviors
[00:15:14.350]and we put them in the classroom
[00:15:15.940]and we didn't see any of those behaviors
[00:15:18.570]with the structure, visual schedules
[00:15:21.320]all those supports we put in place for him.
[00:15:23.820]He was okay.
[00:15:24.680]The limited number of kids,
[00:15:27.040]there wasn't a whole lot of social interaction.
[00:15:29.050]There was one group to have a day, maybe 20 minutes
[00:15:32.920]but he did really well.
[00:15:34.040]He did really well that year.
[00:15:35.430]Didn't need a whole lot of sensory supports that year
[00:15:39.010]was just doing well.
[00:15:40.880]So like we always do.
[00:15:42.440]We look at the kids and what's best for that student.
[00:15:44.560]And what was best for Dylan was that next year
[00:15:46.810]he was gonna go to our South program.
[00:15:49.140]Our South program looks more like a traditional school.
[00:15:52.380]They spend a lot of time on social skills and the academics.
[00:15:55.940]So we sent him over there and he was okay for a little bit.
[00:16:00.710]The family dynamic had changed.
[00:16:04.331]We'd seen an increase of behavior
[00:16:05.840]not necessarily because of school,
[00:16:08.280]but maybe because of some of those things
[00:16:10.218]that are happening outside the school.
[00:16:13.180]So we made the decision
[00:16:14.640]again, what's the best interest of Dylan
[00:16:16.230]and it was to bring him back.
[00:16:18.267]So we brought him back at semester.
[00:16:20.830]Once we brought him back, we started taking some data
[00:16:23.990]and getting some of these things put into place for him.
[00:16:27.330]So when he started, we didn't start this with him.
[00:16:31.030]We did this after he came back to us
[00:16:32.840]and we still today are adding things to it.
[00:16:40.110]Moving on to errorless teaching activities.
[00:16:45.260]We always start with the visuals that they know.
[00:16:48.162]So if a student knows pictures of actual objects
[00:16:50.890]or actual faces, then we start with those faces
[00:16:56.080]and we do the sad and the happy
[00:16:58.470]and we take pictures and we use those.
[00:17:00.390]If they're used to line drawings
[00:17:01.850]like simple sticks or board maker those types of things,
[00:17:05.550]we use those.
[00:17:06.580]So you'll see at our activities,
[00:17:09.700]we use a range of them depending on the student.
[00:17:12.080]We typically start with just our board maker pictures
[00:17:15.640]because that's what we use for schedules
[00:17:17.090]all day throughout the building.
[00:17:19.460]And then we start creating our matching mats.
[00:17:23.060]So to get those errorless learning skills in there.
[00:17:28.090]And then, like I said, we use the facial expressions too.
[00:17:30.020]So here's some examples.
[00:17:32.050]This kiddo, obviously pretty happy.
[00:17:36.270]We put the background is green,
[00:17:38.320]the boxes are green,
[00:17:39.860]he just puts them on and we're naming every time,
[00:17:42.540]happy, smiling, happy.
[00:17:46.100]The same thing over here, these are
[00:17:48.980]we're using some fine motor tasks with the clothes pins.
[00:17:51.420]Every time they put the clothes pin on, mad
[00:17:54.300]or happy or whatever it is.
[00:17:56.150]This one's a set of four,
[00:17:57.260]the student has to sort again,
[00:18:01.733]this student was doing just one at a time
[00:18:03.567]but now is doing four, but they still have all the red.
[00:18:07.250]They're exactly the same.
[00:18:09.660]And again, we're naming that every time
[00:18:11.070]they put it on there.
[00:18:15.170]This student's doing an airless mat of her blue zone
[00:18:19.460]is a very tired blue zone.
[00:18:22.170]So all of these pictures are of different kids of pictures
[00:18:24.980]we've probably found on Google of kids that are tired.
[00:18:28.480]Not necessarily all her but other kids.
[00:18:30.727]And they're just, they're just tired.
[00:18:32.160]They're sleepy.
[00:18:33.070]So you can see over here,
[00:18:34.946]she's got all the pieces laid out around there
[00:18:35.779]and here's her board once she gets all those on,
[00:18:39.490]the task is done and she just moves it to done
[00:18:52.803]Hi!
[00:18:54.267]Blue.
[00:18:55.100]Blue.
[00:18:55.933]Tired
[00:18:57.016]Tired.
[00:19:01.680]Yellow.
[00:19:02.513]Yellow.
[00:19:03.346]Silly
[00:19:04.479]say silly.
[00:19:06.079]Silly.
[00:19:07.950]Green.
[00:19:09.091]Happy.
[00:19:09.924]Happy, good job.
[00:19:16.950]So in this video the student
[00:19:18.840]had completed the task independently
[00:19:25.500]and then the teacher just went in at the end
[00:19:27.940]and just reviewed which emotion was tied to each picture.
[00:19:32.640]So lemme talk about naming the emotion.
[00:19:34.390]So the teacher had done naming that picture
[00:19:38.810]with that students face and named that emotion.
[00:19:42.290]We also do throughout the building,
[00:19:44.800]and staff will do it our support staff, teachers, everybody.
[00:19:50.140]Just naming what they're doing
[00:19:51.620]and what that emotion is.
[00:19:53.180]So I see you have your head down on the desk
[00:19:55.280]that tells me you're frustrated.
[00:19:57.966]Dylan's big one is I'll tell him
[00:20:02.240]I hear you say you were a bunny and you hate carrots
[00:20:04.850]that tells me that you're mad.
[00:20:07.250]Or I could say to Colton, I hear you laughing.
[00:20:09.660]That tells me you're happy.
[00:20:12.090]So we just name it for them
[00:20:15.500]what they're doing and what emotion that is.
[00:20:20.006]In this video, I named the emotion for her,
[00:20:22.680]but you need to to know that
[00:20:24.380]she's going to be pushing on me.
[00:20:26.230]And I'm just kind of standing there.
[00:20:27.740]She's trying to get some sensory input.
[00:20:30.045]We're still working some things through that.
[00:20:33.480]I don't think she actually gets mad in this video
[00:20:37.900]but she does bite her knuckle.
[00:20:40.630]Like we have defined it out as that's kind of her mad.
[00:20:43.380]I'm not happy with you.
[00:20:45.230]I think she was just sensory overloaded,
[00:20:47.230]but like I said we're still working that out
[00:20:48.610]but you can see me name it in here.
[00:21:05.820]That's cute how you kinda jumped around.
[00:21:09.430]You're mad.
[00:21:10.620]You're in the red zone again.
[00:21:14.380]Okay, when you bite your knuckle, you're mad.
[00:21:24.950]Are you ready to work or take a break?
[00:21:28.210]All right then match.
[00:21:34.560]So, because she put the red card back on her board
[00:21:37.660]and then she put the break time back on our board.
[00:21:40.190]That's what led me to believe.
[00:21:41.410]She's really not mad at me or mad at whatever,
[00:21:44.720]but she's she got overloaded there in that pushing.
[00:21:47.330]Cause that was a few minutes we had done that.
[00:21:54.940]This is a picture of her zone's board.
[00:21:56.870]You can see that we just, we're just starting out with her.
[00:22:00.800]I'm in the red zones.
[00:22:01.860]Her blue zone is that tired laying on the floor.
[00:22:04.410]Her happy is that she's giggling and she's jumping.
[00:22:07.400]Her yellow is kind of that silly still.
[00:22:09.950]So she puts her hand in front of her face
[00:22:12.510]and then just giggles.
[00:22:13.640]And then the red zone is she's usually on the floor
[00:22:16.780]biting her knuckle and upset.
[00:22:18.010]So then she just pulls a card where we pull a card,
[00:22:21.740]show her where she's at.
[00:22:23.170]This one she was super silly that day
[00:22:24.660]that I took the picture.
[00:22:26.420]So she's got that yellow zone card up there.
[00:22:29.420]Another way that we can tell the kids kind of
[00:22:32.610]where they're at is we use this communication board.
[00:22:35.100]So I can just point out to a student.
[00:22:37.230]I see that you're crying.
[00:22:39.523]That tells me you're in the red zone
[00:22:42.472]or that you're yelling, whatever that might be.
[00:22:45.220]I can just point to it, name it, point to the zone.
[00:22:51.150]And then we just move on from there.
[00:22:55.120]Other activities that we do,
[00:22:57.633]this classroom has a morning meeting.
[00:23:01.250]A lot of our classrooms have morning binders
[00:23:03.110]that they do things on.
[00:23:04.684]So it might be in the binder versus up on
[00:23:05.600]the screen like this one.
[00:23:07.814]But this teacher puts in a different picture every week
[00:23:10.090]and the students just have to simply name
[00:23:13.270]happy, sad, mad, or frustrated.
[00:23:18.130]So they do that as a whole class.
[00:23:20.220]It's teacher led.
[00:23:22.400]This student is a speller and a social story believer.
[00:23:27.020]Anything that we put in writing is law.
[00:23:29.690]And so he has to follow it.
[00:23:32.846]So this teacher took a social story
[00:23:35.530]and just named it out for him.
[00:23:37.150]So when Jumari is feeling silly, he sits in the,
[00:23:44.040]he's in the yellow zone.
[00:23:46.630]He can ask for squeezes.
[00:23:48.090]And then we just added the beads and the pipe cleaners.
[00:23:52.380]So he could fill out those words silly
[00:23:53.960]because he does like to spell.
[00:23:55.670]So a little bit of motivation there
[00:23:58.180]for something that he likes and then adding
[00:24:00.360]that social story in there for him.
[00:24:03.340]Other things we do, we have games.
[00:24:05.330]This is a go fish game.
[00:24:07.500]Some of these words are higher for some,
[00:24:09.477]I dunno even any of our kids can do all of these
[00:24:12.430]but we can take that down to just happy, mad, sad, sick
[00:24:16.470]whatever we needed to be.
[00:24:18.370]Twister we found some twister games, finger twister.
[00:24:22.300]I found the big twister board with emotions.
[00:24:25.300]And then, you can find all those things
[00:24:27.430]on Teachers Pay Teachers, Pinterest different areas.
[00:24:31.660]And I have some of them listed at the end
[00:24:33.850]in our reference pages.
[00:24:37.060]As far as books, I'm a big believer in books.
[00:24:40.110]Zones of regulations has what they call
[00:24:41.970]a book nook on our site.
[00:24:43.840]So when you go there, it's gonna pop up
[00:24:47.160]and want me to add something
[00:24:49.570]but just scroll down and see there it is.
[00:24:55.350]It'll give you the author, the title of the author
[00:24:57.550]a picture of the book and how that person used it
[00:25:00.040]in their classroom school, whatever that may be.
[00:25:03.060]So it's just a resource there for you.
[00:25:07.520]And then I use this book just again
[00:25:11.530]to look at facial features and just naming emotions.
[00:25:17.910]We're going to read the book the way I feel.
[00:25:24.920]Look at her.
[00:25:26.210]She's got her tongue out.
[00:25:28.670]She's got a silly nose and all those eyes.
[00:25:31.750]She's silly.
[00:25:33.790]Silly. Yeah.
[00:25:37.400]This one, it's dark with her face.
[00:25:39.860]It says, Oh no, she's scared.
[00:25:44.090]Scared, good job.
[00:25:51.200]Uh-oh, look at her.
[00:25:53.340]Can you touch her?
[00:25:56.540]She's disappointed.
[00:25:58.930]Disappointed right here.
[00:26:02.930]Disappointed. Good job.
[00:26:07.970]Look at her.
[00:26:09.090]She's got a smile on her face.
[00:26:11.560]She is happy.
[00:26:14.840]Happy.
[00:26:18.110]smile, smile.
[00:26:21.410]She's happy.
[00:26:23.990]So you can see that some
[00:26:25.416]of the words like disappointed is probably not
[00:26:26.770]a vocab word for this kiddo.
[00:26:30.922]I don't spend a lot of time in those pages.
[00:26:32.260]I go back to the pages of happy and sad or sick
[00:26:36.600]just so she's got some exposure to different faces
[00:26:39.330]and not always just hers.
[00:26:42.180]A couple of years at Okaly
[00:26:44.450]I went to a session and the Teachers Pay Teachers site.
[00:26:51.240]Her classroom name is the neuro diverse classroom.
[00:26:53.830]And what she did was she took picture books
[00:26:56.497]and then created activities for it, for those books.
[00:26:59.520]So there's a sorting mat.
[00:27:00.750]There's a writing activity.
[00:27:02.645]There's a comprehension, there's a sequencing.
[00:27:05.250]So that's another piece that we can add,
[00:27:07.090]that we add in as the kids get to know more of the emotions
[00:27:10.720]and we can start doing some more of those picture books.
[00:27:12.900]Here's the list of the books that are in there right now
[00:27:17.040]that link will be in the reference page.
[00:27:20.110]Then we get to check-ins.
[00:27:21.220]Check-ins are important.
[00:27:22.200]Our kids check in every morning.
[00:27:23.976]And so do our staff.
[00:27:28.230]Some kids can check in more than once,
[00:27:30.220]they can check in in the morning,
[00:27:31.280]maybe after lunch before they go home,
[00:27:32.870]recess, things like that.
[00:27:35.756]Other ones just check in when they first get here.
[00:27:38.070]And if they're not in the green zone
[00:27:40.080]we work to get them in the green zone
[00:27:41.270]and then they'll move it back to the green zone.
[00:27:42.800]If they're in yellow or blue.
[00:27:45.715]Like I said we have both students and staff to do this.
[00:27:48.480]It's good for the kids to see that we as adults
[00:27:51.690]can be in all the different zones
[00:27:54.060]at different times throughout the day and that it's okay.
[00:27:56.760]So that's very important to model for the kids.
[00:27:59.673]We do set some situations up
[00:28:02.940]so I may have a para and I'm like, okay.
[00:28:06.420]So let's see if the student can recognize that you're upset.
[00:28:10.500]So I want you to kick the table a couple of times.
[00:28:12.413]I want you to throw the papers off the floor
[00:28:14.780]and then I'm going to ask the student
[00:28:16.000]what you're feeling.
[00:28:18.020]And so we can make some of those scenarios up
[00:28:22.650]and see if the kids can identify where that staff member is.
[00:28:31.730]So here's some other ways we check in.
[00:28:35.990]I should go back,
[00:28:36.823]this picture here is what most of our classrooms
[00:28:38.880]have right out of Leah's book, the zones of regulation.
[00:28:42.236]So we just made those signs
[00:28:44.320]and we have the pictures up and then staff,
[00:28:47.690]kids go in and just put their picture
[00:28:49.970]whichever zone they're in.
[00:28:51.880]This student has a check-in at his desk.
[00:28:54.550]He started out with matching picture to picture
[00:28:57.750]and then he would be able to pull the picture off
[00:29:00.410]that he would which zone he was in.
[00:29:03.363]Then we got him to match from picture to the symbol,
[00:29:08.380]from the zones in the book
[00:29:10.230]and then he can pull the card off and hand it to us
[00:29:12.680]which one he's in.
[00:29:15.020]Here's some other examples.
[00:29:17.390]This is just in a classroom.
[00:29:18.410]You can see there's a bunch of pictures.
[00:29:20.200]It's all staff.
[00:29:22.320]And a lot of the classrooms
[00:29:23.400]will have support staff pictures on there as well.
[00:29:25.260]So if I walk in, I can pull my picture and say
[00:29:27.750]I'm in green, or I'm in yellow,
[00:29:30.920]with some of the higher kids
[00:29:33.480]I'll say I'm in yellow.
[00:29:34.640]And he'll be like, why?
[00:29:35.650]And I'm like, well, because my boss is just being a pain
[00:29:38.180]and they kind of giggle and laugh.
[00:29:39.530]And they're like, so what are you gonna do?
[00:29:42.684]Are you going to get to the red zone and get mad?
[00:29:45.040]Are you gonna go, you know take a break
[00:29:46.590]or something like that.
[00:29:47.680]A lot of times I tell them I'm going to go to my office
[00:29:49.570]for five minutes and I'll be back to see them.
[00:29:52.760]Inside out using the motivation again,
[00:29:54.700]by those characters.
[00:29:58.790]We have a student that our
[00:30:01.630]in house substitute made this for him.
[00:30:04.750]He loves Mousekatools.
[00:30:06.610]So she said, let's do the zones in Mousekatools.
[00:30:09.730]So we set this up, that way she did most of the work.
[00:30:14.120]We talked about, which target vocab to put in here.
[00:30:17.360]And we went with tired and sick in the blue zone
[00:30:19.530]because again, like I said, that's where we start typically.
[00:30:22.850]She got this all up and all done
[00:30:24.590]and he was understanding this whole thing
[00:30:26.420]and he goes where to sad go.
[00:30:29.030]So you can see that we had to come back down here
[00:30:30.840]and add sat at the bottom.
[00:30:33.250]We can tell Holden, Holden I think you need a Mousekatool
[00:30:36.390]and he'll go over here and look
[00:30:37.670]and choose from this choice board here.
[00:30:39.650]Now of what tool that he needs.
[00:30:42.490]This is in PE again, inside out characters
[00:30:46.720]the students come in, they walk their laps.
[00:30:49.150]The PE teacher will pull out their classroom folder.
[00:30:52.640]They'll find their picture.
[00:30:54.215]They'll put it up on the board.
[00:30:57.320]Other ways to motivate kiddos.
[00:30:59.380]We've used superheroes.
[00:31:00.910]We've used the minions.
[00:31:02.903]The minions is actually outside my office.
[00:31:05.720]I typically leave it at green and typically
[00:31:07.590]staff come and move it to red,
[00:31:08.830]so, it's their perception I guess.
[00:31:12.910]Here is an adaptation
[00:31:14.670]from the zones of regulation book.
[00:31:16.900]I'm in the yellow zone.
[00:31:18.724]I feel that's, what's in the book.
[00:31:19.870]We added I need to, because we wanted them to know
[00:31:22.430]that they need to get a tool.
[00:31:23.880]They need to get something to get them out of
[00:31:26.260]that yellow zone.
[00:31:29.230]Here's an example of intensive teaching.
[00:31:38.310]Nice work.
[00:31:40.510]What is he doing?
[00:31:42.320]Red zone.
[00:31:43.153]He's in the red zone.
[00:31:43.986]What's he doing?
[00:31:45.181]Sticking his tongue out.
[00:31:46.014]Yeah he's being
[00:31:46.847]Mean.
[00:31:47.743]Nice.
[00:31:52.010]Say sad is in the blue zone.
[00:31:56.610]Blue zone.
[00:31:57.443]Say sad as in the blue zone.
[00:31:59.120]Sad is in the blue zone.
[00:32:00.069]There you go.
[00:32:01.047]Point to the red zone.
[00:32:02.525]Thank you.
[00:32:04.470]This girl is, she is excited.
[00:32:08.520]Touch the yellow zone.
[00:32:11.600]You're right.
[00:32:12.560]Which one of these is yellow zone.
[00:32:15.450]Nice job.
[00:32:17.810]Do this.
[00:32:20.510]Nice.
[00:32:23.000]What zone is this?
[00:32:25.130]Tired.
[00:32:26.060]What zone is it?
[00:32:27.120]Blue zone.
[00:32:27.953]Nice job.
[00:32:29.000]When you are sick, you are in the zone.
[00:32:31.738]Blue zone.
[00:32:32.571]Good job.
[00:32:34.750]So you can see that we just took
[00:32:35.990]the intensive teaching practices
[00:32:38.430]and just did it with zones.
[00:32:39.880]We just, all we talked about was zones,
[00:32:46.230]emotions, taking deep breaths.
[00:32:48.870]We used all the mans.
[00:32:51.570]He hasn't done that in awhile.
[00:32:53.020]He did it with me just for this video.
[00:32:56.100]He did a really good job.
[00:32:57.150]We haven't had to, we didn't have any regression there.
[00:32:59.330]So that was great.
[00:33:00.980]So like I said, we're working towards
[00:33:03.670]that zones of regulation,
[00:33:05.610]utilizing that book more,
[00:33:06.890]that framework and curriculum more.
[00:33:09.200]Our kids just need some steps and some more time.
[00:33:12.470]So our kids are typically going to be co-regulators,
[00:33:15.650]not self regulators,
[00:33:18.600]so I don't know if that we'll get to every piece of
[00:33:20.640]that book, but they'll get some of them,
[00:33:23.120]some of those pieces.
[00:33:23.953]So pieces that we use throughout the building
[00:33:27.170]those wall posters we talked about so that they can check in
[00:33:30.565]The bingo game is easy enough for our kiddos to match
[00:33:34.610]and play and take turns.
[00:33:36.450]The scenarios for our higher kiddos.
[00:33:39.420]Everybody uses the breathing,
[00:33:41.900]the lazy eight and the six sides.
[00:33:43.920]We talk about expected behaviors, not so much unexpected.
[00:33:48.050]And our size of the problem is
[00:33:49.810]is it a big problem or a small problem?
[00:33:52.450]And then we adapt our toolbox as well.
[00:33:56.310]So here's an adaptation of lazy eight.
[00:33:59.000]We just added more structure to it.
[00:34:00.720]So these are pipe cleaners,
[00:34:02.040]hot glued on with under cardboard.
[00:34:04.590]We say, start at yellow.
[00:34:06.440]We go around, move to blue
[00:34:09.070]and just having them take those breaths as they go.
[00:34:12.820]Expected behaviors, this is up throughout our building.
[00:34:16.260]So if the kids know, this is what we're expecting
[00:34:18.080]of you every day in the hallway,
[00:34:20.240]in the lunch room, in your classrooms.
[00:34:23.320]Here are our toolbox adaptations.
[00:34:25.180]We're using file folders for the most part
[00:34:27.720]we do have a couple of kids that are at rings.
[00:34:29.770]Cause they just need one or two.
[00:34:32.430]They only have one or two options there.
[00:34:36.450]So in the chat box,
[00:34:38.973]write what sensory strategies you're currently have
[00:34:41.690]in your students' toolbox
[00:34:43.270]and you're using in your classroom.
[00:34:48.720]So now we are gonna start talking
[00:34:50.660]about how you develop your toolbox.
[00:34:53.860]So the first thing I want you guys to keep in mind
[00:34:56.990]throughout this whole, the rest of this presentation
[00:34:59.743]you're gonna want to remember to consult
[00:35:01.840]with your occupational therapist
[00:35:03.200]throughout this whole process.
[00:35:05.150]It's just important so that you make sure
[00:35:07.930]that the appropriate activities are being used
[00:35:09.940]for your student based on their needs.
[00:35:12.100]And so that you, the strategies that you're using are safe.
[00:35:15.357]So just remember that we need to keep them involved.
[00:35:19.860]So a big part of this process is gonna be observing
[00:35:22.890]and documenting strategies that are recommended by the OT.
[00:35:26.300]So this is a lot where that you might need
[00:35:28.700]to assign someone to do this part
[00:35:33.490]because if you don't have the availability of staff.
[00:35:37.570]So this is where Melissa kind of talked about
[00:35:39.260]that teamwork piece we're really fortunate here to have
[00:35:43.630]the support staff that we have
[00:35:45.230]and the ability to kind of go in and out of rooms
[00:35:47.710]throughout the day and communicate with each other.
[00:35:50.020]And we know that not everybody has that ability.
[00:35:52.620]So find somebody, if you can't do it yourself
[00:35:56.180]you know, get creative, see if you could
[00:35:57.950]maybe your principal can help you or a para
[00:36:00.527]just somebody that can help track this data.
[00:36:03.590]So as you're collecting the data,
[00:36:05.010]you're gonna want to look at what activities were used,
[00:36:07.910]the behavior before,
[00:36:09.460]the reaction after the strategy
[00:36:11.610]and then those dates and times,
[00:36:12.960]which are important to help track some of that
[00:36:15.770]any trends that are there, things like that.
[00:36:18.681]And I will show you a couple of examples
[00:36:21.200]in the next couple of slides too of what we use.
[00:36:24.420]So my other options too, is you can video your students
[00:36:27.110]as you're using that strategy.
[00:36:28.800]So that way you can review it later,
[00:36:31.140]you can share it with staff so that they can review it
[00:36:33.570]and maintain that communication.
[00:36:36.050]Another way that we kind of keep our data,
[00:36:38.911]share our data with each other is through Google Docs.
[00:36:42.450]So we use Google Docs quite a bit.
[00:36:44.400]And that way we can just type in what happened
[00:36:46.530]throughout the day or during those strategies.
[00:36:48.560]And then, you know, me or whoever else needs
[00:36:50.880]to see can go back and look at that.
[00:36:53.960]So here's one example.
[00:36:55.400]This is super basic, just that date and time
[00:36:58.730]the strategy that you used
[00:36:59.977]and the response to that strategy.
[00:37:03.410]Here's one, that's a little more in depth.
[00:37:06.220]It's going to have that antecedent.
[00:37:08.090]So what was going on prior to the behavior
[00:37:10.930]what the behavior itself looked like
[00:37:12.790]and then your strategy and the response to that strategy.
[00:37:15.940]So just a little extra data that you are collecting.
[00:37:20.970]So furthering on about developing your toolbox.
[00:37:23.540]So throughout the next several slides,
[00:37:27.090]we're gonna provide you with some strategies
[00:37:29.050]that you can use in each zone.
[00:37:31.010]So this is just a general idea,
[00:37:32.700]but some of these activities may be used
[00:37:34.850]in more than one zone
[00:37:36.650]and they may not be used at all in that zone at all.
[00:37:39.310]It's just, you need to keep in mind
[00:37:42.480]that the input that is calming or alerting
[00:37:44.960]to one student may have an opposite effect on another.
[00:37:47.940]So this isn't, this is what goes kind of thing.
[00:37:52.160]It's just these are just to give you some ideas
[00:37:54.810]to get started.
[00:37:56.860]So some of the ways that we look at choosing strategies,
[00:37:59.810]we're gonna base them on the sensory needs.
[00:38:01.530]So the information that you get from the OT,
[00:38:04.457]they're gonna look at their assessment data
[00:38:09.830]their observations, what kind of needs that student has.
[00:38:13.960]So are they seeking?
[00:38:15.710]Are they avoiding?
[00:38:17.130]What kind of input do they need?
[00:38:18.390]Is it tactile?
[00:38:19.680]Is appropriate receptive, things like that.
[00:38:22.580]We're also gonna look at age.
[00:38:24.070]So is this activity age appropriate for that student?
[00:38:27.990]We look a lot at our students that are getting older
[00:38:31.050]and gonna start transitioning.
[00:38:33.340]So we have our sensory room, you know,
[00:38:36.290]we have the ball pit and the swings.
[00:38:38.590]So we look at, is it appropriate for that student
[00:38:40.710]to be getting into the ball pit?
[00:38:42.520]Or are they gonna be able to do this out in the community?
[00:38:45.590]So you start looking at that environment as well
[00:38:48.130]and those available resources, what's gonna be available
[00:38:50.790]to that student at home or in the next stages
[00:38:54.800]of where they're going after that transition.
[00:38:58.040]You're gonna want to determine the appropriate amount
[00:39:00.990]of time to use the strategy,
[00:39:03.410]there's really no good answer for this.
[00:39:05.130]It's all gonna be based on what your student's needs are
[00:39:08.087]and what your day looks like.
[00:39:10.300]For me personally,
[00:39:11.450]I choose I generally start about five minutes.
[00:39:14.650]And the reason I do this is because a lot of our,
[00:39:18.440]the way our classroom schedules are set up,
[00:39:20.920]we kind of throw in a lot of breaks.
[00:39:22.720]We're doing a lot of check-ins as far as what zone there in.
[00:39:25.770]So we're gonna throw in more of
[00:39:27.320]those sensory strategies as needed.
[00:39:29.948]Whereas, you know, in another type of classroom,
[00:39:33.820]you might might only have time
[00:39:36.160]for one or two sensory breaks.
[00:39:37.480]So you might be looking at 10 or 15 minutes.
[00:39:39.510]So it's really gonna depend on what you're looking at.
[00:39:43.495]So this is an example of looking at that transition piece.
[00:39:47.920]So on the left is our sensory room mirror.
[00:39:50.144]We have our mirror and our light area
[00:39:52.460]that the students can go in
[00:39:53.770]and play in front of and do things.
[00:39:56.070]On the right we have a student who's getting older
[00:39:58.560]and we're looking at we brought in a big mirror
[00:40:01.340]at their desks that they can use as one of
[00:40:03.250]their sensory strategies.
[00:40:06.780]So looking at assessing sensory needs.
[00:40:08.640]So I talked about how the OT is gonna do some observing
[00:40:13.020]and talking with the team to gather information.
[00:40:16.390]They may even do some formal assessments,
[00:40:18.930]looking at what those student's specific sensory needs are.
[00:40:22.276]And then you're also gonna want to look at,
[00:40:24.753]is there a certain activity or time of day
[00:40:27.520]that you noticed your student is struggling?
[00:40:29.510]So is it a work task,
[00:40:30.980]is there a transition time?
[00:40:32.510]Those group activities, maybe it's in a certain room,
[00:40:36.210]maybe they have trouble going to the bathroom
[00:40:37.960]or in the lunchroom.
[00:40:39.950]Pay attention to the student's environment.
[00:40:41.960]So is their surrounding area or their desk workspace?
[00:40:45.212]Is it messy or cluttered?
[00:40:47.260]Do you have a lot of ton of visuals up
[00:40:50.130]on the wall or a bunch of materials on top of their desk
[00:40:53.170]while they're trying to work.
[00:40:55.010]Look at their positioning.
[00:40:56.740]Are they sitting at their desk?
[00:40:58.468]How are they sitting at their desk?
[00:41:01.270]What kind of chair are they sitting in
[00:41:03.880]and how is their desk positioned in the room?
[00:41:06.200]Are they facing the wall?
[00:41:07.280]Are they facing the other students where
[00:41:09.000]it's super distracting?
[00:41:10.892]Is there too much space or not enough?
[00:41:13.628]Maybe they feel like they're being crowded
[00:41:16.680]or they're having too much space to roam
[00:41:18.750]and that's disregulating them.
[00:41:21.440]Is there a lot of extra noise?
[00:41:23.500]We have a lot of students
[00:41:24.520]that make a ton of noise throughout the day,
[00:41:26.337]and that can be bothersome to some of our other students.
[00:41:29.990]Look at the lighting.
[00:41:30.823]Is it too dim?
[00:41:31.656]Are students falling asleep?
[00:41:33.170]And that's possibly the reason why.
[00:41:35.800]Is it too bright or the lights flickering?
[00:41:39.100]Strong and unusual scents.
[00:41:40.400]I have to have a talk with staff
[00:41:41.580]usually every year about this with
[00:41:43.600]lotions and perfumes using room deodorizers.
[00:41:47.720]So those scents that linger can really impact our students.
[00:41:52.730]This is an example of a workspace.
[00:41:55.090]This looks pretty cleaned up.
[00:41:57.920]There's not a lot of clutter.
[00:41:59.060]There's not a lot of visuals
[00:42:00.200]just the basic stuff that they need.
[00:42:02.710]There's a space for the staff to work.
[00:42:04.710]And then they're also using one of the room divider
[00:42:07.660]that kind of blocks out the rest of
[00:42:09.370]what's going on in the room.
[00:42:11.310]So this is a good example.
[00:42:15.200]So you're gonna want to pay attention
[00:42:18.000]to your students' responses,
[00:42:20.310]before during and after that sensory input is provided.
[00:42:23.940]So just making sure again that documentation
[00:42:26.450]is super important,
[00:42:27.380]so that you can gather that data.
[00:42:30.710]Pay attention to what your student looks like in each zone
[00:42:33.510]and while they're using the strategies and after.
[00:42:35.790]So what are they saying?
[00:42:38.060]So like Melissa talked about with one of our students
[00:42:40.410]who once he's heading into the red zone,
[00:42:43.350]he starts talking about bunnies and carrots.
[00:42:45.750]Are they starting to make a lot of extra noises?
[00:42:48.740]Are they fidgeting or moving around more?
[00:42:50.994]And look at facial expressions.
[00:42:53.630]I had a student one time that I took
[00:42:55.630]to the swing in the sensory room, he seemed perfectly fine.
[00:42:59.970]We do this frequently.
[00:43:01.949]And about two minutes into swinging.
[00:43:04.680]He starts crying.
[00:43:05.650]He gets very emotional, no clue why.
[00:43:10.360]And so at that point I ended the activity.
[00:43:12.750]It wasn't normal for him.
[00:43:14.900]And that's where you may need to look at those changes.
[00:43:17.980]Responses to sensory input may not occur immediately.
[00:43:20.660]So this is super important to remember.
[00:43:22.450]We always think that when we're providing the input,
[00:43:24.930]that's when we're going to see the response.
[00:43:26.900]You could receive the response five minutes later,
[00:43:29.180]you could see it hours later.
[00:43:30.580]So just keep that in mind that even, you know, later on
[00:43:34.100]in the day, if something is served off, you may not
[00:43:36.450]know the exact cause, but it's something to think about.
[00:43:40.750]This is an example, example of a friend
[00:43:43.100]that he had received some sensory input,
[00:43:45.660]probably about five or 10 minutes before.
[00:43:48.943]He had done some work tasks
[00:43:51.080]and now he has a free choice.
[00:43:53.010]He chose this just stretchy, like red material.
[00:43:56.310]And he's just taking some time at his desk,
[00:43:58.660]you can kind of see.
[00:44:01.446](child giggling)
[00:44:32.460]So he's super happy, but he's definitely getting
[00:44:35.790]to that point where he's super silly.
[00:44:38.360]You can see he's biting on his hand.
[00:44:40.380]He's having a really hard time staying in his chair.
[00:44:43.550]So this might be that point where you look
[00:44:45.492]this is too much, maybe you need to end
[00:44:48.740]that activity for today,
[00:44:50.870]get something else going,
[00:44:52.610]cause this could lead to some additional problems
[00:44:55.250]later down the road.
[00:44:57.410]So now we're gonna talk about those strategies.
[00:44:59.190]So looking in the blue zone, when I look at oral and smell,
[00:45:03.170]I'm going to look for things
[00:45:04.070]that are going to get us more alert.
[00:45:05.770]So things like with colder temperatures
[00:45:08.570]so foods and drinks, looking at some
[00:45:11.450]of those crunchy foods that provide a lot of feedback,
[00:45:15.430]sour foods or foods with different flavors
[00:45:17.550]or more extreme flavors.
[00:45:19.410]I have a student that
[00:45:21.202]we just started trying using suckers with.
[00:45:23.603]I don't think he's ever,
[00:45:25.315]doesn't seem like he's ever really experienced
[00:45:27.810]that very much, but it was just it wasn't sour,
[00:45:30.284]just a regular orange sucker.
[00:45:34.711]You like it?
[00:45:57.330]So he seems to like it, but he wasn't super sure about it
[00:46:00.830]but he did keep pulling my arm in
[00:46:02.870]and then, you know trying to figure it out.
[00:46:05.460]So that was a pretty good activity.
[00:46:07.110]It kept him going blowing whistles, horns and bubbles.
[00:46:11.020]If your student has the oral motor abilities
[00:46:13.570]to do those things, vibration and then those strong smells.
[00:46:17.480]So when I talk about strong smells,
[00:46:19.800]again things that aren't going to linger in the room,
[00:46:22.380]things that are more contained that you can put away
[00:46:25.080]and the smell should be gone.
[00:46:26.600]So you can use scented markers
[00:46:28.710]we'll often put cotton balls in a jar
[00:46:30.850]and put some extracts in there that they can smell
[00:46:33.585]or scratch and sniff stickers.
[00:46:36.011]When you're dealing too with anything oral
[00:46:39.084]or anything like that,
[00:46:41.120]especially food make sure that
[00:46:42.610]your student obviously pay attention
[00:46:44.180]if there's food allergies
[00:46:45.330]or choking hazards things like that.
[00:46:48.200]Tactile and proprioceptive inputs.
[00:46:52.100]Again, vibration.
[00:46:53.430]It's a good one.
[00:46:54.450]Lighter touches, a lot of our kids love tickles.
[00:46:57.390]Sensory bins but you're gonna look more
[00:46:59.270]at those alerting feelings
[00:47:01.110]so that cold wet, water beads, ice water,
[00:47:06.110]resistant band on the chair or desk.
[00:47:08.800]So on the right, I have a student who will kick
[00:47:11.360]his feet out and stretch
[00:47:12.980]and push get that movement.
[00:47:17.200]Obstacle courses so getting them doing different movements
[00:47:20.270]like running and crawling and things like that.
[00:47:25.090]Vestibular input, so you're going to want activities
[00:47:27.190]that are fast and unpredictable.
[00:47:29.600]We do dancing in the morning.
[00:47:32.280]So my speech therapist,
[00:47:33.830]and I will come up with a new dance every quarter.
[00:47:36.470]The line dance or some kind of adapted dance
[00:47:39.120]that our students can do.
[00:47:40.870]So when they come in in the morning
[00:47:42.210]and they get start getting settled,
[00:47:44.160]we'll go in and do dance.
[00:47:46.210]Dance and kind of get them moving
[00:47:47.810]and get them going
[00:47:48.700]before they start their learning activities.
[00:48:09.720]So that's always a fun one.
[00:48:11.000]A lot of our students really enjoy doing that.
[00:48:14.770]Jumping.
[00:48:15.603]We have a mini trampoline in our sensory room,
[00:48:18.990]but you can also if you don't have a trampoline,
[00:48:20.930]you can, you know set up kind of some kind of markers
[00:48:23.250]or spaces that they can jump from one to the other.
[00:48:26.280]Exercise routines so I have a student,
[00:48:28.920]we just set up a routine for him to go through
[00:48:32.537]and he follows a picture schedule
[00:48:35.330]of four or five different exercises.
[00:48:38.380]So here's an example of one of them.
[00:48:39.900]He's just doing some jogging in place.
[00:48:46.892]Keep going.
[00:48:53.400]Move your arms too.
[00:48:55.550]Alex.
[00:49:00.740]And then another part of his routine too is lunges
[00:49:04.160]but we have him doing sit ups and wall pushups,
[00:49:07.212]all sorts of--
[00:49:08.675]There you go.
[00:49:09.725]All the way down with your knees.
[00:49:12.108](indistinct)
[00:49:19.937]One more time.
[00:49:20.770]One more time.
[00:49:23.740]One more time, come on.
[00:49:37.377]And this is something too that you could have students
[00:49:39.520]in your class do together as well.
[00:49:41.990]Therapy balls.
[00:49:42.823]So on the right, I have a student who falls asleep a lot
[00:49:45.640]during morning circle time.
[00:49:47.180]So instead of sitting at a regular chair
[00:49:49.267]we have him sitting on a ball.
[00:49:50.790]He can bounce, challenges posture a little bit more
[00:49:53.810]to keep him awake, spinning, rolling.
[00:49:56.830]So if you're using spinning, just use with caution
[00:50:00.640]is super powerful input,
[00:50:03.940]but we have a student who really
[00:50:05.650]likes to do cartwheels.
[00:50:07.610]So we had them doing them in the ball pit
[00:50:09.340]but he also does them in a safe space in the classroom.
[00:50:41.514]So that student comes in super sleepy sometimes.
[00:50:44.720]So we would have him go in,
[00:50:46.487]he likes doing the cartwheels, but when he's tired,
[00:50:49.760]the high-fives kind of help getting them to do more
[00:50:52.250]and more reps to get them off that.
[00:50:55.680]Visual input, so you're looking at brighter lights,
[00:50:58.160]flashing lights things that are more stimulating.
[00:51:01.470]So those spinning tops and spinners
[00:51:04.980]using different bright colored paints
[00:51:07.460]or stickers or glitter to do your craft activities.
[00:51:11.220]And then that's something that they could also keep
[00:51:13.310]at their desk afterwards.
[00:51:15.570]Auditory input so again, upbeat, fast,.
[00:51:18.210]unpredictable musical instruments
[00:51:21.570]you can bring into the classroom
[00:51:23.050]that gets the student involved.
[00:51:25.000]Sound producing toys, books and activities
[00:51:28.360]that require auditory attention.
[00:51:30.880]So like things like Simon says red light, green light
[00:51:34.450]or they have to follow the directions.
[00:51:36.420]And then we also use a lot of auditory timers.
[00:51:39.680]Here I have a student that is using
[00:51:42.380]what I call a rapper snapper or a pull tube.
[00:51:45.550]So he's getting a couple
[00:51:47.010]of different types of sensory input.
[00:51:51.167](student screaming)
[00:52:04.660]And that was a really good example too
[00:52:06.350]of how there's always this background noises
[00:52:08.570]of other students that we kind of talked
[00:52:10.590]about paying attention to the sound in the room.
[00:52:14.740]So yellow zone.
[00:52:15.830]So we're looking at things that are gonna get us more calm.
[00:52:19.025]So our oral, our smell,
[00:52:21.452]you're gonna want to look at,
[00:52:23.430]sucking the thick liquids through a straw,
[00:52:25.691]getting any kind of oral heavy work.
[00:52:28.380]You may do some of
[00:52:29.213]those heavy strong chewing things as well.
[00:52:31.490]Like the apples, the crunchy foods,
[00:52:34.715]blowing through a straw.
[00:52:36.360]So we had a class that did a Valentine's day activity
[00:52:40.360]where they blew Q-tips through a straw to do Cupid's arrow.
[00:52:44.960]Okay, good.
[00:52:46.934]that's good, I hear.
[00:52:54.397]And Again, pay attention for choking hazards
[00:52:56.880]with things like that.
[00:52:58.550]Deep breathing techniques.
[00:52:59.660]So Melissa talked a lot about the figure eight
[00:53:02.610]and those different strategies that you can use.
[00:53:05.343]And we have a lot of students that use chew tubes.
[00:53:08.310]We have a variety of different kinds.
[00:53:10.710]We also have two necklaces as well and pencil toppers.
[00:53:14.250]And in this case, you may want to avoid
[00:53:15.710]those strong overpowering sense
[00:53:17.230]that could be setting us off.
[00:53:19.190]So again, those things that linker visual input.
[00:53:22.480]So a lot of times in our sensory groups
[00:53:24.915]we'll create sensory bottles.
[00:53:27.046]You're going to want bottles that are more
[00:53:29.990]have slow falling materials.
[00:53:33.260]On the right, I have a bottle that actually serves
[00:53:35.430]a couple purposes.
[00:53:36.380]It's also weighted.
[00:53:38.330]We can look at calming videos and apps.
[00:53:40.740]So we have an app where students can just pop the bubbles.
[00:53:43.980]There's no major expectations.
[00:53:45.940]That's all they have to do.
[00:53:47.870]We have students that really love the fish tank videos.
[00:53:50.300]So it's just calming music.
[00:53:53.605](calm music)
[00:53:58.341]there is a lots of different videos like that on YouTube.
[00:54:01.770]Dim lighting or cover the lights.
[00:54:04.280]If you're going to cover the lights,
[00:54:05.420]make sure you check what your policies are,
[00:54:08.450]also pay attention if it's, you know,
[00:54:09.660]it can be a fire hazard.
[00:54:11.080]So just check into those things before you use those.
[00:54:14.510]You're going to want to re do those visual distractions,
[00:54:16.730]like we talked about with decreasing the clutter
[00:54:19.380]and the stimuli around the workspace,
[00:54:21.450]and then using those area dividers.
[00:54:25.560]Auditory input, so like you saw in that video,
[00:54:28.640]a couple of videos back,
[00:54:31.018]using headphones or earplugs,
[00:54:34.110]you're gonna look at more calming music.
[00:54:35.670]So we use a lot of nature sounds or classical music.
[00:54:39.640]I also have a teacher who plays her own music.
[00:54:43.430]So the students actually are very motivated
[00:54:45.210]to work for that too, but she just plays some--
[00:54:49.664]♪ I drove for miles and miles and wound up at your door ♪
[00:54:56.527]♪ I've had you so many times but somehow I want more ♪
[00:55:07.160]You can do different types of sounds
[00:55:09.160]through sound machines or white noise.
[00:55:11.770]You can make rain sticks with your kids that they can use.
[00:55:14.850]And then this might be a case
[00:55:16.400]where they just need a quiet space
[00:55:18.345]and then they need to be removed from the noisy area
[00:55:20.430]for a little bit so that they can calm down.
[00:55:24.590]Tactile proprioceptive input,
[00:55:26.435]again sensory bins, but you're going to look at more variety
[00:55:30.670]of different things.
[00:55:31.503]So those uncooked rice and beans,
[00:55:34.410]different food, textures, tactile boards,
[00:55:38.720]we made these ourselves using different samples
[00:55:43.220]that we had of--
[00:55:44.796](indistinct)
[00:55:56.980]Resistant fine motor activities.
[00:55:58.670]So I have a lot of students
[00:55:59.830]that'll pick at things and scratch.
[00:56:01.500]And so this might be that case where I give them
[00:56:03.620]something to keep their hands busy.
[00:56:05.060]So popping bubble wrap, or stress balls.
[00:56:07.820]I have a student who is pulling and stretching
[00:56:12.937]and he likes to use this throughout the day
[00:56:17.090]regardless of what zone he's in
[00:56:37.320]Functional tasks.
[00:56:38.310]So having them do laundry related things.
[00:56:41.250]So carrying a weighted laundry basket,
[00:56:43.420]have them take out the trash.
[00:56:45.522]We have a student that prior to COVID would go
[00:56:48.230]into the lunch room and take the chairs down
[00:56:50.030]in the morning off the tables.
[00:56:52.000]And then at the end of the day,
[00:56:54.000]he would go back and stack them back up.
[00:56:55.710]So that was kind of his role.
[00:56:56.930]And it's good to heavy work task.
[00:56:59.270]Steamrolling so using a bolster
[00:57:01.470]or a therapy ball and rolling it gently
[00:57:03.380]over the back of the legs or the back.
[00:57:30.720]Some additional activities too.
[00:57:32.850]We use a lot of weighted stuff, but make sure again
[00:57:35.620]that really talking to your OTs with weight,
[00:57:39.360]just making sure you get the appropriate amount of weight
[00:57:41.410]for your student and you're using it appropriately
[00:57:44.810]but we have a lot of weighted materials we use.
[00:57:46.670]We have students that will walk and do transitions or go
[00:57:49.650]for walks with backpacks that are weighted or ankle weights
[00:57:53.005]having them carry weighted objects
[00:57:55.080]or push weighted to carts.
[00:57:57.290]You can also fill a big tote
[00:57:59.130]and have them push that down the hallway.
[00:58:01.942]Body socks, compression sheets.
[00:58:04.380]So that like room materials on the right.
[00:58:06.410]We have a student who kind of takes some alone time
[00:58:08.810]and just stretches in the body sock.
[00:58:11.630]Weight bearing activities.
[00:58:12.810]So crawling through a tunnel,
[00:58:15.013]laying on a ball over their stomach
[00:58:17.250]and pushing up through their hands
[00:58:19.340]and then pulling themselves with their hands
[00:58:20.980]on the scooter.
[00:58:22.682]Massages. we do a lot with the back the hands.
[00:58:26.260]We have a student that requests head massages
[00:58:28.739]frequently throughout the day.
[00:58:31.710]So we just do a quick.
[00:58:43.060]Vestibular input.
[00:58:44.820]So again, we have our sensory room
[00:58:46.290]so we have our swings that we use.
[00:58:48.610]We're gonna look at more slow movements for swinging.
[00:58:51.704]So we don't want to get that fast movement
[00:58:54.360]and get them up and going again.
[00:58:58.850]Here we're just doing some really slow
[00:59:01.150]he's also in a hammock swing.
[00:59:03.390]So he's getting some deep pressure as well.
[00:59:14.540]Yoga, we do some inversion
[00:59:16.820]so that they can get either laying back over a therapy ball
[00:59:21.300]or a chair, different yoga positions
[00:59:23.870]and animal walks on the right.
[00:59:25.480]We have a friend that lays back over the therapy ball
[00:59:28.220]and he'll just lay there for a little bit.
[00:59:30.100]And then we also have rocking chairs
[00:59:31.750]that we can switch out with our regular chairs
[00:59:33.570]in the classroom.
[00:59:36.070]So our red zone strategies.
[00:59:37.840]We are going to look for that calm, quiet, and safe space
[00:59:41.440]so that they can work through that rage cycle.
[00:59:44.120]Again, Melissa mentioned,
[00:59:46.250]typical sensory strategies may not be effective.
[00:59:49.110]They may not be safe while the student is in this part.
[00:59:52.030]You may be able to get some breathing strategies
[00:59:54.330]and you may able to do some quiet music
[00:59:56.930]but more than likely, you're gonna want to wait
[00:59:59.160]until they're in that yellow zone and then offer
[01:00:02.050]some of those more lower demand yellow zone strategies.
[01:00:05.160]So maybe those head rubs or the calming music
[01:00:08.170]give them a chew tube.
[01:00:10.136]You may also want to consider having somebody else
[01:00:12.040]come in and provide those strategies
[01:00:13.710]so that they can get some time away from you as well.
[01:00:16.510]So just kind of paying attention to that.
[01:00:22.861]This is Dylan's choice board for his zones.
[01:00:25.740]Like I said before, we use those suckers
[01:00:27.950]as a huge for him again, with dad's permission.
[01:00:32.427]And he's got some other choices.
[01:00:34.390]Like I said, the walk,
[01:00:35.360]sometimes it's laying down
[01:00:36.530]but it's only like for a minute or two,
[01:00:38.540]sometimes just some space.
[01:00:40.428]Puzzles have been kind of new,
[01:00:42.200]they kind of seem to help him just focus on something
[01:00:45.385]and be able to regulate himself.
[01:00:50.070]So like I said, Dylan had left us.
[01:00:51.980]He came back and here's a video
[01:00:55.300]from when he came back in the middle of the year.
[01:00:58.000]And I have changed his lunch routine
[01:00:59.970]because we were having some other behaviors going on
[01:01:02.940]and he's not happy with me.
[01:01:04.460]This is just a short clip,
[01:01:05.640]the video is 27 minutes long
[01:01:09.060]but where he was able to tell me
[01:01:11.630]that a sucker would help him.
[01:01:27.663]I'm a bunny and I don't like carrots
[01:01:30.050]Oh, you are in the red zone.
[01:01:33.000]If you are a bunny, you are in the red zone.
[01:01:36.830]You need something.
[01:01:38.920]What do you need a sucker?
[01:01:43.000]You need a sucker?
[01:01:47.520]Will a sucker help?
[01:01:49.073]Sucker will help.
[01:01:50.850]What color?
[01:01:53.000]Does it matter?
[01:02:07.180]Typically, Dylan has all of his visuals on the wall.
[01:02:10.140]You can see they're all gone.
[01:02:12.100]He destroyed his area.
[01:02:15.720]And I'm ignoring the rest of the behaviors that he's doing
[01:02:18.314]while he's using that tool.
[01:02:21.920]I asked him what color, if it mattered,
[01:02:24.380]typically if he can tell me what color I know is coming down
[01:02:26.870]since he couldn't tell me
[01:02:28.090]I kind of figured we were staying right here.
[01:02:49.504]Are you back to green or still red?
[01:02:52.723]I'm still red.
[01:02:53.780]You're still red.
[01:02:54.613]What do you need?
[01:02:56.440]Do you need another tool?
[01:03:08.500]So I asked him if he needed another tool
[01:03:10.250]he wasn't able to answer me right away
[01:03:12.030]but you can see all the supports we have in place.
[01:03:13.950]We have his zones on his desk.
[01:03:15.840]He's got tape on the floor
[01:03:18.420]he's using an alternate seating chair.
[01:03:21.190]Typically his choice boards are on the wall
[01:03:25.380]and the suckers are close by.
[01:03:27.410]The other tools are right behind me.
[01:03:29.480]So you can see all those supports in place
[01:03:30.830]and how that looks when he's in that red zone.
[01:03:32.970]I can't do anything else with him until I can get them
[01:03:34.850]at least to the yellow, ideally back to the green
[01:03:38.460]but in the yellow, I could offer more choices
[01:03:40.110]of maybe then we can go for a walk.
[01:03:41.560]But at this point in time,
[01:03:43.262]it's not safe to take him anywhere.
[01:03:50.093]So green zone.
[01:03:52.100]We're not going to go over every strategy for every area
[01:03:54.980]just because a lot of it is just gonna be a repeat.
[01:03:57.530]So the activities that you're gonna wanna choose
[01:04:00.110]are gonna be things
[01:04:01.530]that maybe they use during a free choice time
[01:04:03.550]or a break while they're in the green zone,
[01:04:05.860]those students specific activities that don't over
[01:04:09.530]or under stimulate.
[01:04:11.440]So just keep in mind.
[01:04:12.273]Some of the strategies that you've utilized
[01:04:14.290]in the other zones may be appropriate for this zone as well.
[01:04:19.840]So you're gonna want to make sure
[01:04:21.860]when you're choosing these strategies,
[01:04:23.630]first of all some of them may always be available.
[01:04:25.800]So you're looking at that resistant band on the desk
[01:04:29.770]some of those water, the water,
[01:04:31.820]some of those environmental modifications
[01:04:33.980]and those routine reminders or visuals.
[01:04:38.070]So we're gonna have to make sure too
[01:04:39.870]that as we're even in the green zone
[01:04:41.660]or any zone that we're monitoring
[01:04:43.380]those strategies that we're using.
[01:04:45.510]So this is going to have to be done probably by your staff
[01:04:49.390]making sure that we're not overusing things.
[01:04:51.620]So, you know, having them sitting on a therapy ball
[01:04:56.200]throughout the entire day,
[01:04:58.370]that could cause that overstimulation or under simulation.
[01:05:02.080]So making sure too, that we're paying attention
[01:05:04.520]to what we're choosing and that we're not overusing it,
[01:05:06.810]every time they go yellow, green, you know blue.
[01:05:11.493]So again, your oral strategies
[01:05:14.340]and this a lot of the same stuff, visual input.
[01:05:18.320]So again, we talked kind of about how we're overusing.
[01:05:21.350]So this is when you're watching videos.
[01:05:23.230]We have a lot of students that choose that for break time.
[01:05:25.900]But if they're gonna spend a lot of time on the iPad
[01:05:28.710]watching a video that could lead to that overstimulation.
[01:05:32.300]Taking pictures and selfies and then the mirror,
[01:05:35.530]we talked about our student who likes to just look
[01:05:38.780]in the mirror.
[01:05:39.830]This is something that he does in all of the zones
[01:05:42.290]and it's safe to do in the green zone.
[01:05:46.657]And here he just has a little mirror,
[01:05:48.940]super content with that.
[01:05:57.510]So your auditory input, again same thing.
[01:06:00.700]We're looking at music.
[01:06:01.860]So we have a student who really enjoys music,
[01:06:04.930]he loves rock music.
[01:06:06.940]So when we're in the green zone
[01:06:08.620]it's pretty safe to use rock music.
[01:06:10.340]That's usually what he works for
[01:06:11.900]or that's something he does during his free choice time.
[01:06:14.650]But when he's in a different zone,
[01:06:16.410]he's still loving the music.
[01:06:17.650]That's still might be something he gets,
[01:06:19.460]but as the staff they're going to be choosing something
[01:06:21.780]that's either more instrumental,
[01:06:23.950]more classical something that's more calming.
[01:06:27.560]We do different songs that are just instrumental version.
[01:06:30.680]So like Disney songs without the words.
[01:06:33.350]And then again, some of those other auditory games.
[01:06:37.600]Tactile and proprioceptive input.
[01:06:40.090]Some things you can do or just change up
[01:06:41.650]how you're doing some of your writing activities
[01:06:43.470]or your craft.
[01:06:44.303]So using different materials, like sandpaper
[01:06:47.000]or different types of markers,
[01:06:49.520]you're gonna use those resistive fine motor activities
[01:06:52.260]and sensory bins and then just even doing things
[01:06:54.770]like tossing and catching a ball with,
[01:06:56.770]they can do that with their peers or with staff.
[01:07:00.110]Vestibular input, you might be looking
[01:07:02.190]just at that positioning.
[01:07:03.460]So having them sit on that therapy ball
[01:07:06.040]or going for a walk,
[01:07:07.340]a lot of our students do that frequently
[01:07:08.960]as a break throughout the day as a class.
[01:07:11.510]And then, just walking on different materials.
[01:07:17.993]So these are our toolbox examples.
[01:07:20.730]So here we have our file folder system on the front.
[01:07:24.532]We have our, what those zones look like for that student
[01:07:29.200]those feelings and those terms that they're working on.
[01:07:32.138]And then on the inside,
[01:07:33.980]we have those strategies that we chose
[01:07:36.770]for that student for each zone.
[01:07:38.840]So another thing to keep in mind too
[01:07:41.360]is that maybe if they're going into the yellow zone
[01:07:43.930]during a certain task,
[01:07:46.032]you may need to look at what that task is.
[01:07:49.390]And then also giving that student
[01:07:50.810]if they are able to tell you that they don't like that task
[01:07:55.610]and they want to choose a different one
[01:07:57.030]and they choose a different activity
[01:07:58.900]that might be something too that you need to honor.
[01:08:00.770]So maybe it's not a sensory thing.
[01:08:02.640]Maybe you need to look at what kind of tasks
[01:08:05.300]that they're working on as well.
[01:08:06.530]So you can kind of look at that too
[01:08:08.530]in that green zone as well
[01:08:11.960]or if they're going into that yellow zone.
[01:08:14.370]So as we wrap up in that chat box,
[01:08:16.990]tell us one thing that you can take away
[01:08:19.130]from our presentation today
[01:08:20.930]and implement tomorrow in your classrooms.
[01:08:26.010]Okay. And then you can put any questions
[01:08:28.060]that you have about any any part of that presentation
[01:08:32.000]in that chat box as well.
[01:08:36.460]I should have said with Dylan too
[01:08:38.040]that his behavior percentages,
[01:08:42.380]he started out in the 80s
[01:08:43.530]when he went over to the other building
[01:08:46.150]it dropdown to the 50s
[01:08:47.360]and now he's up to the 90s
[01:08:48.620]because those tools have helped him regulate his school day.
[01:08:51.540]And as staff, we can recognize what he needs
[01:08:54.785]by some of his sayings or what he does.
[01:08:59.290]So here's those reference pages
[01:09:00.660]I was talking about and our email addresses.
[01:09:03.610]If you have any other questions
[01:09:04.910]that we weren't able to answer,
[01:09:05.910]or you have a question tomorrow
[01:09:07.220]when you have time to think and process
[01:09:09.640]some of the things he said, feel free to email us.
[01:09:12.590]Thank you.
[01:09:13.423]Thank you.

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Emotional Regulation and Sensory Supports

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