Getting Started
Welcome, this page provides an overview of The Zones of Regulation Digital Curriculum, how it’s designed, the concepts and skills it covers, and best practices for implementation.
A Quick Orientation to The Zones Concepts
The concepts within the curriculum build upon each other, with later concepts expanding upon skills, lessons, and vocabulary taught in earlier ones. For example, learners need to name and explain the four Zones of Regulation (Concept 2) before they can check in in each of the four Zones (Concept 5).
Concepts 1–6: Foster self-, social, and situational awareness. After defining regulation, the focus is on building emotional awareness by first exploring feelings and states in others and how they relate to The Zones, establishing that all our feelings and Zones are okay. Then we advance to self- exploration, including identifying interoceptive body sensations and signals that help learners recognize how they are feeling. Learning progresses to the Zones Check-In, teaching learners to be mindful in the moment of how they are feeling. Learning culminates with learners digging into situational awareness and its impact on their feelings/Zones. This includes exploring the triggers and sparks that affect their feelings and regulation. Understanding different perspectives is woven across concepts.
Concepts 7–10: Explore and apply regulation and decision-making strategies. We begin the second half of the curriculum by introducing regulation tools and how they help to regulate each Zone. Learners explore various tools and strategies with the Tool of the Week and create a customized Zones Toolbox. Next, the focus shifts to supporting learners in decision-making around regulation, including using Stop, Opt & Go as a strategy to pause before we act, think through our options, and use our goals to help decide what option will work well. Learning culminates with The Zones of Regulation Pathway, which provides concrete steps to apply the concepts taught in real time, while deepening learners’ metacognitive regulation strategies and self-reflection abilities.
Adult Learning Modules
On the main Curriculum Page, you will find four valuable and engaging Adult Learning Modules to develop the foundational understanding needed to teach The Zones with confidence, integrity, and fidelity.
Module A: What is Regulation?
Module B: Beyond Behavior: Factors Impacting Regulation
Module C: What is The Zones of Regulation?
Module D: Building the Zones Climate
The instructional resources within The Zones of Regulation Digital Curriculum are a mix of digital and non-digital supports.
An introduction at the top of each Concept provides background information and instructional suggestions to prepare you for effective teaching.
PRESENTATION GUIDE
Provides leaders with detailed step-by-step instruction for teaching each Interactive Presentation, much like what one would see in a lesson plan. In addition to instructional and planning guidance, key parts include:
- Detailed instructions and key scripting
- Accessibility and Adaptations for more support
- Teaching Tips for scaffolding, deepening, and extending key lesson concepts
- Alternative Activities to supplement or replace select digital activities with real objects or “live” off-screen instruction
INTERACTIVE PRESENTATION
Learner-facing slides, activities, and videos designed to engage learners through instruction via Smartboard, screen, projector, computer, or tablet. Each Interactive Presentation includes the following:
LEARNING TARGETS: Learner-facing objectives
KEY VOCABULARY: Essential terminology
HOOK: A brief activity that engages learners and “hooks” them on the lesson
CORE LESSON: Direct instruction on learning targets
GROUP ACTIVITY: A hands-on activity that helps learners meaningfully apply the Learning Targets
GEARED ACTIVITIES: A menu of supplemental differentiated activities designed to apply, extend, or reinforce concepts being taught. These enrichment activities support learners across a developmental continuum of abilities.
WRAP UP: Learners review the Learning Targets and key concept information, while also being prompted to consider ways to apply this new knowledge to their daily lives.
CHECK FOR LEARNING
A quick formative assessment to assess learners’ progress toward the concept Learning Targets.
BRIDGE
A summary of each concept to share with others who support learners, including caregivers and support team. Each Bridge includes pertinent concept information and visuals, as well as a fun activity to support generalization.
ZONES VISUALS
Bring The Zones to life in your setting with these visuals that reinforce and extend key Zones concepts.
EXTEND LEARNING
A section at the bottom of each concept provides ways to integrate learning into your climate, communicate with caregivers and support team members, and use additional Zones resources.
Teaching The Zones involves a lot more than putting up visuals and suggesting learners regulate with a tool. To teach The Zones of Regulation with fidelity, we recommend the following exposure for learners as a best practice:
- MINIMUM of 4 months devoted to teaching and reinforcing the concepts from The Zones Digital Curriculum
- MINIMUM 40 minutes of direct instruction per concept (can be spread out over a week or more)
- ONGOING exposure to the Essential Elements for a Zones Climate
Concepts within The Zones Digital Curriculum are designed to be taught during multiple sessions so learners have time to explore, practice, and apply what they are learning. Pacing will vary depending on your schedule and your learners. You will find a Pacing Suggestions section within the Introduction for each concept, that breaks it down into 2-3 teaching sessions. There are further suggestions for adapted pacing within the Considerations and Adaptations — Early/Emergent Learning suggestions. Please note that pacing is flexible and should be guided by learners’ understanding. Ultimately you, as the leader, should determine what is best for your learners. Here are two ways to pace a concept based on instructional time:
*The Zones Climate includes essential strategies to integrate and generalized learning within your setting. You will find a suggested Key Climate Practice as well as Additional Zones Climate Practices within each concept.
Recommendations for Concept Pacing
Observe how learners apply the concepts and demonstrate knowledge in everyday situations, before moving on to a new concept that may include more complex/advanced skills and content and/ or prerequisite knowledge. For example, if learners are challenged by checking-in in Concept 5: The Zones Check-In, continue building self-awareness and revisit Concept 4: My Signals, My Zones to explore more signals associated with different Zone feelings.
You may find it useful to break down some concepts even further and teach them over several weeks. For example:
- With “Concept 2: Introducing The Zones of Regulation,” after teaching the Hook in one session, break the Core Lesson into four sessions, using each session to introduce one of the four Zones.
- Or, for “Concept 4: My Signals, My Zones,” after teaching the Hook in one session and the Core Lesson in one session, break apart the Group Activity into four mini-sessions, using each session to teach signals for one Zone.
Use the suggestions in the Keep It Real! section of the Interactive Presentation, the Geared Activities, and the Zones Climate to help learners grasp the concept and meaningfully apply it to their lives.
Use the Concept Planner to help you organize and track your instruction.
We recommend that concepts be taught in order, as each concept builds upon skills acquired in the prior concepts. Teaching the 10 concepts, at a minimum, should span 4 months, spending roughly at least a week on each concept. It is not necessary to teach a new concept every week. Moving too fast through the curriculum can cause learners to shut down, feel unsuccessful, and oppose doing anything “Zones” related. We never want The Zones to become a trigger for learners, leading them to a dysregulated state.
Spiraling is reinforcing previously learned concepts for learners. This leads to better long-term mastery of information, skills, and concepts. Spiraling helps learners make and keep connections over time, which creates more robust pathways for recalling information.
Spiraling Within the Instructional Period
Though we recommend you teach the Zones Concepts in order, we also recommend spiraling back to previously taught concepts to revisit skills throughout an instructional period (such as a school year). Spiraling Zones Concepts can look like any of the following examples:
- After teaching “Concept 4: My Signals, My Zones,” revisit “Concept 2: Introducing The Zones of Regulation,” to explore and expand emotional vocabulary within the four Zones.
- After teaching “Concept 5: The Zones Check-In,” revisit “Concept 4: My Signals, My Zones,” to identify new body signals.
- After teaching “Concept 8: Building My Zones Toolbox,” revisit “Concept 6: Situations that Trigger and Spark,” to identify new triggers and sparks.
- After teaching “Concept 10: The Zones of Regulation Pathway,” revisit “Concept 8: Building My Zones Toolbox,” to refine and expand the tools in your toolboxes.
- Updating visuals over the scope of instruction
The Zones of Regulation can be used as a schoolwide (Tier-1) curriculum, in which it is taught across grade levels, year after year. Since The Zones of Regulation Digital Curriculum builds on a metacognitive framework that we want learners to internalize, it’s important to revisit the curriculum to strengthen the development of regulation competencies. Within each concept, you have flexibility as to how to best introduce and revisit the content using components including the Interactive Presentation, Group Activity, and Geared Activities. Use each concept’s Check for Learning to assess what instruction is needed for your learners, and gauge to what depth you will extend learning as they grow and develop. Here are some considerations based on grade level for year two implementation and beyond:
- Lower grade leaders may introduce portions of a concept’s Interactive Presentation with learners, and then select Gear 1 or 2 activities to work toward the learning targets with different levels of support and depth.
- Upper grade leaders may scale back instruction and exposure, for example, only using the video and Pair & Share from the Interactive Presentation in tandem with a Gear 3 activity choice.
In all grade levels and years of implementation, it is essential to annually review the 4 Signature Practices to reestablish common language, practices, and The Zones Climate with learners.
3 Ways to Adjust the Curriculum Over the Years
- Modify the Interactive Presentation
- Vary Selection of Geared Activities
- Adjust Instructional Time
In the downloadable resource shown to the right, we describe each of these ways, and include a sample K-5 alignment chart.
During the design of The Zones Digital Curriculum, we worked closely with CAST, a nonprofit education research and development organization leader in inclusive education that created the Universal Design for Learning framework and UDL Guidelines. Like CAST, we believe that all learners deserve access to high-quality, equitable educational resources that offer meaningful and challenging learning opportunities. We strive to ensure that learners from all backgrounds, economic statuses, or circumstances, as well as those with disabilities, can engage with all of our content and visuals and find their learning inclusive and engaging. UDL best practices are integrated throughout the Digital Curriculum’s design, content, and instructional materials.
UNIVERSAL DESIGN FOR LEARNING (UDL) GUIDELINES:
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
The Zones of Regulation curriculum can easily be adapted and woven together with other social emotional learning (SEL) curriculum and practices, such as comprehensive SEL curricula, restorative practices, and programs that address sensory integration, mindfulness, yoga, character building/growth mindset, and conflict resolution skills. For example, when learning about yoga poses, present them as regulation tools and have learners sort them into the Zones they help regulate; or when learning about growth mindset, connect The Zones to the various thinking patterns explored. When implementing The Zones, you create a common language and healthy climate while building a metacognitive approach to regulation that can serve as a strong foundation to use with a wide range of other SEL resources. When implementing other programs consider the following steps:
- Map out strengths, overlaps, and unique characteristics of each program.
- Develop an implementation plan detailing pacing for layered instruction.
- Teach the four Signature Practices and utilize Essential Elements of a Zones Climate as a foundation. (See Adult Learning Modules C and D.)
For additional information on how The Zones of Regulation Digital Curriculum aligns with the CASEL Core Competencies, see the attached PDF.
How to use The Zones Digital Curriculum, including the instructional resources, differentiation and adaptation, and extending learning beyond teaching time.
Prepare to teach a Zones Concept using these steps. You will find more detailed information on each component within the sections below.
Concept Preparation Checklist
Read all the concept information, including the introduction at the top of the Concept, and the Extend Learning at the bottom.
Preview the Interactive Presentation, referring to the Presentation Guide for support and teaching tips.
Print needed core resources for learners (Group Activity, Check for Learning, Zones Bridge).
Select and print applicable Zones Visuals for use in your setting.
Select (and print if necessary) at least one Geared Activity for learners.
Gather materials for the Group Activity and/or Geared Activities.
Adapt materials to best suit your learners.
Gather optional More Zones Resources to support and extend learning.
We know that instruction is most meaningful and impactful when learners are actively engaged in the learning process. Therefore, we’ve designed a digital Interactive Presentation that integrates several features to engage learners with the content:
- Games and interactives
- Pair & Share prompts
- Videos
- Engaging images and animation
- Movement activities
We recommend that you don’t just read the slide content and have learners passively observe, but rather follow suggestions in the Presentation Guide to encourage learner participation in different ways with specific slides.
Recommendations for Engaging Learners Throughout an Interactive Presentation
- Have volunteer learners take turns reading slide content aloud.
- Pause to have learners make connections to the content. Encourage different non-verbal signals to volunteer information, such as giving a thumbs-up or down, shaking/nodding head, standing up, etc., to indicate if they agree or dis- agree with the content.
- For interactive slide activities, learners can take turns making choices directly on the digital device or board (if using a Smartboard).
- Learners chorally say responses aloud at the same time (best used for one-word or very short answers).
- Embed movement into learning, such as when a learner wants to share a response, they are invited to stand and share it; or designate different parts of the room that learners can move to for multiple choice or voting options.
- After asking a question, the leader picks from a group of class craft sticks, each of which has a learner’s name on it. The chosen learner answers the question or chooses to pass it on to the next learner. Stick selection can continue until a sufficient number of answers are heard.
- Most slides include a visual that relates to the slide content. After sharing the text, have learners Pair & Share about the relationship between the visuals and the text on a slide.
- After a session, pair learners to name three things they learned, two things they found interesting, and one question they still have.
- For videos:
- Show it multiple times, each time asking learners to ponder a specific question or look for specific details.
- When watching, turn off the sound. Watch in silence to get curious or gather initial evidence that might help answer a focus question, then watch again with sound to find out which questions get answered.
The Zones of Regulation is highly adaptable, allowing you the flexibility to make it the most pertinent and relatable to your learners. What always remains fixed are the four Zones and what they represent, as well as how our tools help us regulate our Zones. What can vary, for example, is the depth to which the concepts are applied, the varied visuals that speak to your learner, how you make it accessible, the extent you use language to reinforce concepts, etc. No two leaders implement The Zones exactly the same way, nor should they, as they would not be considering their learners—their needs, strengths, abilities, interests, and experiences. Luckily, the Digital Curriculum makes it easy for you to follow the curriculum scope and sequence, while also allowing you to modify the content and adapt your delivery to make it the right fit for your learners.
We encourage you to use your judgment for differentiating, adapting, and scaffolding the content found within the concepts. After all, YOU are the expert for your learners, not us. In addition to selecting the Geared Activities, you may find you need to further adapt or customize how concepts are presented depending on your learner’s age, language, development, lived experiences, authentic goals, and abilities. Suggestions are provided throughout the introduction to the concept and the Presentation Guide to support this.
Considerations
- EARLY CHILDHOOD LEARNERS (ages 4-7): There are Early/Emergent Learning considerations and adaptations included in the introduction to every concept. These include ways to scaffold vocabulary, break lessons or ideas down into smaller parts, pair instruction with read alouds, and substitute activities to best meet learners developmental needs. In addition, there are Scaffolding Learning suggestions throughout each Presentation Guide.
- LEARNERS WITH INTELLECTUAL DISABILITIES AND EMERGENT COMMUNICATION SKILLS: These learners may not develop a deep understanding and application of all concepts within The Zones, because of its metacognitive structure and language-based strategies. Yet with consistent exposure, access to visual supports, and opportunities for practice, many can gain awareness of their feelings and Zones and increase their communication around regulation. Learners may become more open to co-regulation cues and supports through using The Zones. Each concept contains several accessibility and adaptation suggestions for learners with emergent regulation and communication skills.
- LEARNERS IN THE MIDST OF A MENTAL HEALTH CRISIS: These learners need stabilization before The Zones of Regulation is introduced as an intervention. Connecting with wrap-around services is a top priority.
- LEARNERS WHO HAVE EXPERIENCED TRAUMA: The Zones can be a very effective intervention for these learners once a strong, trusting relationship has been established with the leader and there is sensitivity to the unique needs of the learner. It may be painful or difficult for these learners to identify their feelings and Zone as they may experience emotional detachment and have a difficult time connecting with the physical sensations associated with feelings. There are Trauma-Informed Practice considerations that pertain to each concept in the introduction to the concept.
- LEARNERS WITH IDENTIFIED REGULATION DIFFERENCES (INCLUDING AUTISM, ADHD, ETC.): Use of The Zones curriculum should not be thought of as a “quick fix” to help these learners stop a challenging behavior, but rather as a teaching tool to use gradually over time to support them in their ongoing regulation learning journey. Be aware that these learners may still demonstrate dysregulated and/or challenging behaviors. Rather than replacing existing positive behavior support plans, The Zones concepts and strategies can be woven into these plans as learners and the adults who support them gain awareness of a learner’s strengths, goals, and unique needs. As you progress through The Zones curriculum and build a common language around feelings and coping strategies, you may also integrate Zones language and concepts in restorative and problem-solving conversations, when the learner is ready to process a situation.
Developing emotional communication and language is integral to The Zones of Regulation, whether learners are acquiring a second language or building initial communication skills. There are numerous strategies and supports woven throughout the Digital Curriculum to scaffold instruction for all learners.
Visual Aids: The highly visual structure of the Zones of Regulation (starting with using red, yellow, green, and blue to categorize feelings) provides accessibility points for learners at all ages and stages. In addition, the Digital Curriculum contains over a hundred differentiated Zones Visuals, including a wide variety of visual icons and activities designed to serve as communication tools and to support language development.
*Note: Images/icons from the Digital Curriculum can be added to Augmentative and Alternative Communication (AAC devices) and/or communication boards. Image files are available as needed, Contact Us to request access.
Activate Prior Knowledge: Each concept’s Interactive Presentation begins with a Hook activity to engage and tap into the learners’ background knowledge. Concepts build upon each other and are designed to support learners in applying what they’re learning in familiar and concrete ways before bridging to more complex and abstract applications. For example, in Concept 2 learners first practice the skill of categorization by sorting familiar classroom items into categories before learning to categorize emotions into Zones. In addition, accompanying graphics and photos on each slide support learners to access and build upon prior knowledge and experience.
Scaffolded Vocabulary Instruction: Each Interactive Presentation begins with a Vocabulary slide that introduces each new term and its definition. In the accompanying Presentation Guide, you will find this pre-teaching routine for each vocabulary word:
- Call-and-response pronunciation
- Activate background knowledge
- Share and discuss the definition and related icon
- Provide example sentences with vocabulary in context
In the Interactive Presentation, each vocabulary word is bolded and defined in context at the first mention. The Presentation Guide provides prompts for learners to define new vocabulary in their own words and/or with cognates in their native language. New vocabulary is illustrated through photos/visuals, examples, vignettes, videos, etc.
There are multiple exposures to new vocabulary throughout the slide deck. Definitions are also available to click and review within Pair & Share activities to support learners in using the terms independently. Vocabulary is reviewed in the Wrap-Up section to consolidate/reinforce learning. In subsequent concepts, review words are redefined either on-screen or in the accompanying Presentation Guide for continued support and generalization.
Establishing Learning Targets: The learning targets are at the core of the instructional design for each concept and serve as the primary focus for the range of activities included in each concept. The Interactive Presentations introduce learning targets written in learner-friendly language to build understanding of the expectations and goals for a concept. Learners revisit and reflect on the learning targets within the Wrap-Up section and can be monitored using the Check for Learning.
Pair & Share: Pair & Share provides opportunities to build productive language (speaking/communication) with peers and adult leaders and are integrated throughout each concept. Structured sentence stems and frames are provided in the Presentation Guide for each Pair & Share prompt. Additionally, many learners will benefit from using Zones Visuals to accompany spoken language or communicate nonverbally.
Hands-on activities: Learners engage with a number of digital interactive features and activities in each Interactive Presentation. For each digital activity there is a non-digital “Alternative Activity” option, found in the Presentation Guide, that can help make learning more concrete and hands-on. Additional hands-on activities can be found in the Early/Emergent Adaptation section in many concepts.
Multiple Means of Representation: The Geared Activities within each concept are a menu of differentiated activities that integrate varied learning modalities and provide learners with multiple ways to represent their learning. For example, different Geared Activities include an opportunity to sort/categorize, draw, role play, graph data, play a game, or create a digital presentation to demonstrate knowledge. The Geared Activities are designed to support a gradual release of responsibility as learners gain competency and agency. Refer to the Geared Activity Overview for more information.
Common language: One of the most impactful features of The Zones of Regulation framework is the simple, accessible, and neutral common language it provides for communicating about feelings. Common language is highlighted throughout the curriculum to support application and generalization of skills across settings, provide additional practice opportunities, and ensure that supportive adults are all “speaking the same language.” For example, a learner may say “I’m in the Yellow Zone” (or simply point to the Yellow Zone on a visual) to communicate with a teacher, caregiver, or therapist.
As you approach instruction with learners who have regulation needs identified in individualized plans such as Individualized Education Plans (IEPs), Section 504 Intervention Plans, treatment plans, or Positive Behavior Support Plans (Behavior Intervention Plans), the Zones may be used as a method or intervention and can be important for providing targeted instruction.
However, we discourage you from naming The Zones or including Zones-specific language into the goals. Goals should center around growing competencies in regulation and social emotional learning, not mastery of The Zones concepts. It is important to consider access to visuals, language prompts/cues, triggers (and sparks), and regulation tools when creating support plans as a road map for supportive adults to follow to best co-regulate with a particular learner.
Refer to the Sample Individualized Regulation Goals resource to the right for suggested goals and objectives.
This section found at the bottom of each concept offers ideas and strategies to support learners in applying, generalizing, and extending the skills taught beyond your core instruction. It includes the following components:
The Zones Climate
As discussed in Adult Learning Module D: Building The Zones Climate establishing a safe climate that promotes well-being is foundational to the environment where we teach The Zones. To enhance the climate, each concept includes a Key Climate Practice in the introduction to the concept. There is also an Additional Zones Climate Practices section that provides further suggestions on how to integrate key concepts into the learner’s environment, establishing this is a safe space to talk about and care for our feelings. Collectively, the recommendations found in these sections are integral in formulating what we refer to as the Zones Climate.
Bridging The Zones: Connect with Supportive Adults
Although collaboration among team members can seem cumbersome, it is critical for learners’ success. In all settings, having team members (leaders, caregivers, classroom assistants, therapists, counselors, administrators, and support staff) on board and familiar with The Zones concepts and terms creates a comfortable and supportive environment for learners to effectively practice their regulation skills. To simplify this for leaders, each concept includes easy-to-distribute information that we call the Zones Bridge. Each Bridge includes the following sections: What Are We Learning?, Why Is It Important?, Ask and Share (discussion questions), and a quick activity to reinforce the concept. In addition, research has shown (Miranda, Presentación, and Soriano, 2002 and Sofronoff, 2005) neurodivergent individuals make more gains when the caregivers and leaders share resources and strategies to support the learners.
At the beginning of the year, share the Intro Curriculum Letter, which provides an overview of the Digital Curriculum, and Zones of Regulation Digital Curriculum Glossary. When possible, set aside time to connect with caregivers and staff who work closely with the learner(s) to establish the terminology, concepts, strategies, and practices that can support them. Explain to supportive adults the value of reinforcing Zones concepts throughout daily life in a variety of settings. This prepares adults to help the learner co-regulate, orient them to Zones Visuals, and to find tools to support regulating their Zone without having to “manage the behavior.”
As concepts are completed, copies of completed handouts can be sent home in addition to the Zones Bridge. We stress copies as it is best to keep the originals so learners can spiral back to the concept later in the curriculum and build upon their knowledge. Also provide relevant copies for other supportive adults on their team, or who work closely with the learner, who would benefit from being informed.
For example, a learner who may frequently feel dysregulation on the bus would benefit from the bus driver being in the know and having a copy of the learner’s toolbox to reference. Keeping communication open among all team members provides the learner with ongoing support as they move through the curriculum.
There are many additional Zones of Regulation products and materials that support, reinforce, and/or extend the concept’s core instruction. These adjunctive Zones related resources integrate a variety of mediums to engage learners, such as storybooks, apps, tool cards, posters, and games and deepen learning for different age groups. Following you will find all the Zones related resources referenced throughout The Zones Digital Curriculum, plus a brief description and age range:
The Zones of Regulation App: An interactive tool that provides a fun way to assist in developing real-life regulation skills. Learners will be taken on an adventure through a town filled with exciting learning opportunities around Zones concepts, rewards, and mini-games. Currently available for download on iPhone, iPad, Android, Mac, Chromebook (Android compatible). One app download may be used for up to 8 unique learners. (ages 5+ with supportive adult)
Exploring Emotions App: The second app from The Zones, Exploring Emotions, is designed to foster regulation skills in an engaging manner, while simulating realistic everyday situations. It helps learners gain skills in consciously regulating their feelings within their environments. Currently available for download on iPhone, iPad, Android, Mac, Chromebook (Android compatible). One app download may be used for up to 26 unique learners. (ages 5+)
Navigating The Zones and Advanced Pack: This game is an interactive teaching tool designed to extend the curriculum, giving participants the opportunity to walk through the Zones Pathway. Players should have a strong working knowledge of the concepts and vocabulary in The Zones curriculum to use this product and before advancing to the Advanced Pack to extend play. (ages 8+)
The Zones of Regulation Poster: A visual to reinforce the four Zones and the common feelings associated with each, as well as space to add strategies or tools to support regulation of each Zone. (ages 5+)
STOP, OPT & GO Poster: This poster supports the decision- making that goes into regulation, while also addressing problem solving and group conflict resolution. First we pause before we act, think about our options and how they may work out, then use our goal to decide on the best option. It also can be used proactively to prepare learners manage themselves when they encounter previously identified triggers. (ages 5+)
Zones Check-In Poster: Use this poster to support learners in mindfully pausing to check in with their body signals, emotions, and Zones. (ages 5+)
The Zones Pathway Poster: Learning culminates in the Digital Curriculum with the Zones Pathway. This poster outlines 5 concrete steps to support regulation, making it accessible for learners to move through in real time. (ages 5+)
The Zones of Regulation Storybook Set | The Road to Regulation and The Regulation Station: This two-storybook set provides engaging social scenarios and strategies to help learners explore how concepts from The Zones curriculum can be used at school and at home. Kids love stories and will identify with the characters and the everyday situations as they learn about their feelings and emotions, as well as how their body helps them sense what they are feeling. (ages 5–11)
The Road to Regulation Poster: Adapted from a colorful 2-page illustration in The Regulation Station storybook, this full-color poster outlines the steps along the Road to Regulation (Zones Pathway) taught in The Zones of Regulation Storybook Set. (ages 5+)
Tools to Try Cards: The Zones Tools to Try Cards for Kids (ages 5–10) and Tools to Try Cards for Tweens & Teens (ages 10+) include over fifty 4″× 6″ tool cards. These two separate decks are an easy, user-friendly way to introduce regulation strategies and empower learners to choose tools that work best for them. Each strategy card displays the regulation tool on one side and a how- to-do-it description on the reverse, along with a metacognitive self-reflection.
(All products except the apps are available from Social Thinking: www.socialthinking.com.)
Implementation of The Zones of Regulation can occur in a variety of settings. There is no best place to implement; in fact, a best practice is for learning to happen across settings. Ultimately, teaching learners in their natural environment, whether it’s their home, classroom, or community setting, will help them best connect with their authentic experiences and apply learning.
What Can the Zones Look Like in Different Settings?
HOME
- Includes residential settings
- Implementing and using Zones Climate Elements
- Some direct instruction of Zones concepts including the Signature Practices
- Bridge: Closely working with educators, therapists, other team members to carry over direct instruction happening in other settings (such as school or therapy)
SCHOOL
- Direct instruction within or across multitiered supports (Tier 1, 2, 3)
- Instruction led by school counselors, school social workers, special education staff, general education teachers (depends on implementation plan)
- Zones Climate Elements utilized schoolwide
- Zones is used as an inclusion strategy for learners with regulation differences
- Bridge: Closely working with caregivers, teachers, outside of school providers to carry over direct instruction to other settings
AFTER-SCHOOL & COMMUNITY PROGRAMS
- Includes childcare programs, clubs, community or religious groups, camps, sports, arts programs, etc.
- Implementing and using Zones Climate Elements
- Direct instruction of Zones concepts may vary
- Bridge: Closely working with educators, caregivers, other team members to carry over direct instruction happening in other settings (such as school or therapy)
CLINICAL & THERAPEUTIC PRACTICE
- Includes clinics, hospitals, treatment centers, private centers, and correctional facilities
- Instruction in an individual or small group format
- Highly personalized goals and treatment plans
- Highly adapted instruction for each individual or group
- Bridge: Closely working with caregivers, educators, and support team to use Zones Climate Elements and help learners apply skills across settings
Depending on the implementation plan, there are likely one of two ways that adults are involved with teaching and supporting The Zones of Regulation within a setting:
- Adults can lead instruction in Zones of Regulation concepts in the setting. When this is your role, we refer to you as the “leader” and you provide direct instruction of The Zones of Regulation curriculum.
- Adults can reinforce Zones of Regulation instruction that is being led in a different setting (such as in school, therapy or special services, or community organization). In this case, adults can follow along with concepts taught through the Zones Bridge handouts and regular communication with the leader. Your role will involve carrying out the activities and suggestions in the Bridge in your setting to help learners practice and generalize new skills, as well as extending the Zones Climate to your setting.
In either one of these scenarios, your role involves establishing Zones Climate practices in your setting, helping create an environment where talking about and regulating feelings is the norm.
DO expose other adults and learners in the setting to Zones teachings, so everyone can be on the same page, using the same language. This facilitates inclusiveness, equity, and co-regulation.
DON’T teach Zones of Regulation to a learner in only a pull-out or 1:1 model without collaborating with other connected adults who can help support the learner across settings.
The Zones of Regulation has been widely adopted by schools around the world to foster regulation and social emotional learning (SEL) competencies. The Zones can be used in many ways within a school setting, from individually or in small groups by a therapist/counselor, to select classes or grades by a classroom leader or guest leader (e.g., school counselor or OT), to schoolwide where every classroom, as well as all staff, embraces The Zones. In addition to its application in general education classrooms, The Zones of Regulation has proven to be a valuable resource in special education and targeted interventions to provide identified learners more intensive instruction and support around regulation and social emotional learning. This leads to further inclusion and positive outcomes. As you learned in Adult Learning Module D: Building The Zones Climate school staff are encouraged to adapt and integrate The Zones into all aspects of a school culture. In addition, The Zones concepts can be woven into academic content throughout the school day, rather than only at a specific time and place
Connect to Academic Standards
Given that we experience feelings across all aspects of the school day, The Zones of Regulation Digital Curriculum can be adapted and integrated into teaching of core subjects to address K–12 state academic standards. The following are some examples of how you can connect the lessons/concepts to these standards.
- Reading/Literature: Increasing vocabulary around emotions and sensations; using comprehension and inference skills to identify characters’ shifting Zones as well as their use of tools/strategies; relating the text to individual learner’s prior knowledge and personal experience
- Writing: Creating poetry, personal narratives, opinion pieces, and fictional stories that explore feelings, thoughts, and related actions in varying contexts/situations
- Math: Creating bar/line graphs and pie charts based on data collected from learners during the Zones Check-Ins; constructing and interpreting line and bar graphs, using data to draw conclusions regarding regulation tools to try, and looking for patterns over time
- Speaking/Listening: Communicating effectively through participating in conversations and formal discussions about The Zones concepts; following two-step directions; attending to and understanding the meanings of messages; communicating needs, feelings, and ideas to peers and adults; and using a voice level appropriate for the language situation
- Social Studies: Exploring multiple perspectives and the role of emotions within historical and current events
The Zones of Regulation® Digital Curriculum can easily be used within tiered support systems widely adopted in education settings, such as Multi-Tiered Systems of Support (MTSS). When The Zones was first developed, it was primarily used for small-group or individual interventions (Tiers 2 and 3). With the paradigm shift in education over the last decade calling for the education of the whole child and support for social emotional learning, we have seen a dramatic increase in schools that are using The Zones in Tier 1. This establishes common language and practices in SEL that can be built upon in Tiers 2 and 3. The Zones of Regulation is a proactive practice or intervention that can be applied at varying intensities within all the differing tiers of support. What is unique about The Zones is that it builds positive mental health and social emotional competencies for all, while serving as an inclusion strategy for neurodivergent learners and learners with trauma histories and regulation differences. It provides the universal language and a visual system that EVERYONE can use in school, home, and even if they move to a new school within the district.
When using The Zones for Tier 1 instruction, the implementation process and plan is approached differently at each school. There is no “right” way to roll out The Zones of Regulation Digital Curriculum, however, schools that have successfully implemented The Zones schoolwide share four common factors:
- Administrator support: The administrators (and district staff) are involved in planning the implementation of Zones schoolwide. They are included in planning meetings, trainings, and use the Zones Climate Elements in their own spaces. Ultimately, administrators will set the tone for making The Zones an integral and sustained part of a school climate.
- Zones champions who take leadership: This effort is brought forward and supported by staff who have experience supporting wellness, positive mental health, and social emotional learning with their learners. Zones champions are often counselors, social workers, general and/or special education leaders, and therapists (occupational, speech and language).
- Staff buy-in: In addition to understanding how to use The Zones, make sure everyone understands WHY The Zones can help and what problems it can solve. Consider piloting The Zones in a few classes first and having staff share their success stories to build confidence, enthusiasm, and momentum before launching schoolwide.
- An implementation plan: Create an implementation plan that identifies how instruction will be rolled out in the first year and beyond. Identify the implementation process in detail including the who, what, when, and how of training staff, teaching the lessons, and collecting data.
For further information and resources for Schoolwide Zones Implementation, visit https://zonesofregulation.com/for-your-school/.
Zones Champions consider attending Tier-1 Team Training (see https://zonesofregulation.com/training/tier-1-team-training).
Using The Zones of Regulation in home and residential settings can be beneficial for both learners and the grown-ups who support them. The concepts found in The Zones of Regulation Digital Curriculum can be directly taught within a family unit or caregivers can support learners by creating a Zones Climate at home. In addition to the tips below, explore the Zones Bridge activities within each concept to help extend regulation skills into the home.
Here are some tips to support using The Zones in a home setting:
- Create a visual of the four Zones for the home. You may choose to incorporate pictures of family members (and pets) modeling various feelings for each Zone. (Concept 2)
- Use Zones Check-Ins on a regular basis to connect as a family. This can look like each family member having their name on a sticky note or clothespin and using the visual of the four Zones to check in by moving their sticky note or clothespin throughout the day. (Concept 5)
- Model using the visuals and the Zones language with all family members. When reading books or watching movies together, infuse Zones language into reflections on the characters’ feelings, behaviors, and/or tools as they manage their Zones.
- Have a family discussion around tools for each Zone, putting together a family Zones Toolbox that can be displayed visually. In addition, put together a collection of objects that work as tools in a designated space for easy access by all. (Concepts 7 and 8)
- Explore tools that a young learner gravitates to in the home and community to personalize the learner’s toolbox. Take pictures of the tools that a learner finds effective and add them to their Zones Toolbox visual. (Concepts 7 and 8)
- Try out a Tool of the Week by choosing a regulation tool or strategy to try each week as a family. Some examples are journaling, listening to music, going for a nature walk, eating a healthy snack and taking screen breaks. Collect your favorite tools in a family Zones Toolbox. Check out our Tools to Try Cards for Kids and Tools to Try Cards for Tweens & Teens for ready-to-go tool ideas. (Concept 8)
- Build a comfort corner or regulation station by creating a place (or two) for kids and family members to go when they want to regulate. Choose a space that’s comfortable and quiet, and include items such as stuffed animals, coloring books, fidgets, and books. Practice using your designated space a few times together. Caregivers can model by using it themselves when they need a break.
- Tools can be reviewed and reinforced by making a book, video, or slideshow of the learner using their tools that the family can reference frequently with the learner when they are in a calm state. The family can work together to use tools, giving each other Tool Tickets and working together to accumulate a set amount to earn a special reward they decide on. (Concept 10)
- The Zones of Regulation Storybook Set, Zones apps, Tools to Try card decks, and Navigating The Zones game can be used to reinforce and explore Zones concepts.
- Family Game Night with games like UNO, Sorry!, and Twister can easily be turned into opportunities to practice and reinforce The Zones. Take turns naming an emotion or experience for each red-, yellow-, green-, or blue-colored Zone during game play.
For more information on Zones in the home consider attending our Zone Your Home: A Parent/Caregiver Training (see https://zonesofregulation.com/training/zoneyourhome/).
