- CEU DETAILS
The Zones of Regulation is a framework and curriculum designed to foster skills in self-regulation, including emotional control, sensory regulation, and executive functions. It is a systematic, cognitive behavior approach that uses four colors to help students visually and verbally self-identify how they are functioning in the moment given their emotions and state of alertness. The model incorporates Social Thinking® concepts to help students use perspective taking, to identify how they are thinking and feeling, and understand how their thoughts and behavior impact those around them. Through using the curriculum individuals become more self-aware and learn tools they can use to regulate to a more expected state. It can be used effectively in home, school, and clinical settings, as well as in conjunction with previously taught regulation strategies.
The Zones of Regulation® presentation provides teachers, therapists and parents with hands-on knowledge on the nature of self-regulation and strategies for improving self-regulation and emotional control in individuals of all ages. The presentation addresses topics such as: the brains involvement, typical development, sensory processing, emotional regulation, and executive functioning. Audience participants will learn an explicit, stair-stepped method and tools to guide students in utilizing The Zones framework across situations and environments to regulate sensory needs, impulses, and emotional states to social demands.
Visuals and student work samples are highlighted to illustrate numerous learning activities. A variety of tools (i.e. sensory supports, calming techniques, and thinking strategies) are explored to help students recognize their internal emotions, sensory needs, and thinking patterns in each zone, when shifting from one zone to another, and then to self-regulate within zones. Participants explore ideas on how to teach, and when, why, and how to use tools effectively. The Zones of Regulation presentation also incorporates core concepts from Michelle Garcia Winner’s Social Thinking® framework to help teach students about perspective taking so they better understand how being in the different zones impacts the thoughts and feelings of other people around them.
Learner will demonstrate knowledge of self-regulation, including:
- Describe the role sensory processing/modulation, emotional regulation, executive functioning, and social cognition play in self-regulation.
- State three (3) ways in which the Zones framework teaches students to self-regulate.
- Identify two (2) ways to integrate the Zones into practice and support generalization of skills across settings.
- Explain how to teach students to individualize their own tools for self-regulation.
Elizabeth Sautter, M.A. CCC, is a licensed speech and language pathologist and codirector/co-owner of Communication Works, a private practice offering speech, language, and social support in the San Francisco Bay Area. She has worked with preschool to adult clients and their families since 1996 in private practice, schools, and hospitals, specializing in social communication, self-regulation, and executive functioning. She has co-authored two popular children’s books with Kristen Wilson, Whole Body Listening Larry at Home and Whole Body Listening Larry at School (www.socialthinking.com) and a resource book for social/emotional learning, Make Social Learning Stick! How to Guide and Nurture Social Competence Through Everyday Routines and Activities (aapcpublishing.com).
Elizabeth has worked with Leah Kuypers in the clinic setting, supporting clients and running group therapy. They have presented and written articles together as well as developed curriculum with Terri Rossman. Elizabeth conducts trainings for parents/ caregivers and professionals and is thrilled to join Leah as a collaborative speaker for The Zones of Regulation. On a personal note, Elizabeth’s relationships with her son, sister, and extended family members with special needs have made her work a lifelong endeavor.
"Presenter was engaging, professional, knowledgeable, humorous and 'real'. Lots of practical ideas for incorporating lessons into the classroom." --Special Educator, SASAD, IL
"Wonderful presentation, very good presenter, loved the down to earth approach." --Occupational Therapist, Cincinnati, OH
350 Engle Street
Englewood, NJ 07631
This course meets the criteria for 6 contact hours (0.6 CEUs).
Application has been made to the NJ Board of Physical Therapy Examiners and the PA State Board of PT.
This workshop meets the accepted standards for continuing competence in CT.
Approved Provider by the NY State Board of Physical Therapy and the NY State Department of Education for 7.2 contact hours.
Approved provider of continuing education by t he A me r ic an Occupational Therapy Association #3043 for 6 contact hours (0.6 CEUs) Intermediate level.
Occupational Therapy Process: Assessment, Intervention.
The assignment of AOTA CEUs does not imply endorsement of specific course content, products or clinical procedures by AOTA.
National Board for Certification in Occupational Therapy Inc.
(NBCOT) Professional Development Provider - 6 PDUs.
The conference is offered for up to 0.6 ASHA CEUs (Intermediate level, Professional area).
Please contact Education Resources with any special needs requests