Debate

Presentation
EDPS 612.03

Amy, Christina,
Cara & Kristina

Zones of
Regulation &
MindUP

Presentation Overview
Introduction of chosen Topic
Overview of Zones of Regulation
Arguments against intervention &
responses
Overview of MindUP
Arguments against intervention &
responses
Closing remarks

Self-Regulation
Ones ability to adjust their level of
alertness and how they display their
emotions though their behaviour to attain
certain goals in socially adaptive ways
(Bronson, 2001)

Increasingly seen as essential for enabling

children to respond efficiently and
effectively to the everyday challenges
they face in and out of school (Shanker, 2013).

Why self-regulation& socialemotional learning?

Greater attention has been given to the
development of self-regulation & social-emotional
learning in schools.
More school districts are adapting their curriculum
to include these programs as Tier 1 & 2 prevention
efforts.
Evidence continues to show that students, who are
able to self-regulate and have good social-emotional
skills, have better academic performance.

 The Zones is a systematic, cognitive

behavior approach used to teach selfregulation by categorizing all the different
ways we feel and states of alertness we
experience into four concrete zones.
Its goal is to help students better evaluate
their current social emotional zones and
make better choices to regulate their
thoughts, actions and sensory needs.

Theoretical model:
Cognitive -based model
Belief that in order to successfully
self-regulate, 3 neurological
components need to be integrated;
sensory processing, executive
functioning and emotional regulation.

 Provides strategies to teach students:

Become more aware of and independent in
controlling their emotions and impulses
Managing sensory needs
Strategies to problem solve conflict
Tools to manage their feelings and states
How their behaviour impacts others

Addresses underlying deficits in:

Emotional and sensory regulation
Executive functions
Social cognition

 Incorporates:
Social thinking concepts
Visual aides
Multiple opportunities to learn concepts
and skills

 Become selfaware of events,

or sensory
information that
may change
their emotional
state
Explore sensory
supports

Monitor
behaviours,
thoughts and
feelings
Evaluating the
best course of
action, from
different skills
they have
learned
Use internal

Learn to
understand others
perspectives
Understand
appropriate level of
reaction
Learn how different
emotional
reactions translate
into different
outcomes

The Zones

Traffic signs comparison

Emotional
Regulation

Sensory
Processing

Executive
Functioning

Developed from EvidenceBased Research

Selected lessons interlaced with
lessons developed by Michelle Garcia
Winner (Social thinking).
Author received guidance
from author of The
Incredible 5-point Scale.

Developed from Evidence-Based

Research

Zones was developed based on

research from various programs
developed to address specific
difficulties of children with autism,
ADHD, Non-Verbal Learning disabilities
& behavioural challenges (ie. SCERTS
model, Ziggurat Model, ILAUGH model,
etc).
Influenced by Ross Greenes Children
do well if they can belief.

Arguments for Zones of Regulation

Cost effective.
Series of 18, easy to follow lessons.
Manual includes CD with all reproducibles
Can be delivered to small group or whole class
settings for ages 4 and up.
No specific training required for program delivery.
Derived from evidence based research.
Similar to other popular self-regulation
programs (Alert Program How
does your engine run & Zone in).

Arguments for Zones of Regulation

Strategic self-monitoring has been proven to
enhance academic engagement, productivity
and accuracy for all students (Rock, 2005)
Teaches to different modalities
Provides a common language
An app is available to compliment the
program

Arguments against this intervention

Recently developed program, no empirical evaluation
of its effectiveness.
Lessons & concepts take longer to teach than
described in manual.
18 lessons is a large time commitment
Delivery is most effective with collaboration from
professional who have a greater understanding of how
self-regulation is impacted.
Teacher or staff need to buy in to using the language
with students
Not many tools for students to choose from in the
resource (teachers need to teach students additonal
tools).

Rebuttal
Lessons can be combined and not all
lessons need to be covered to teach
all of the major concepts

 MindUP is an evidence-based
teaching model & curriculum
It teaches social, emotional &
self-regulatory strategies &
skills
Brain-focused strategies for
learning and living

Goals of MindUP
Fostering mindful focussed
awareness
Increasing pro-social behaviour
Increasing joy and happiness
Fostering a caring and cohesive
classroom

MindUP
Geared to pre-K through middle
school
Published by Scholastic (Cost: $19.99
each)

3 separate resources:
Pre K- 2
Grades 3-5
Grades 6-8
Unit 1
Unit 2
Unit 3
15 lessons & 4 units:
Getting
Focused

Sharpening Its All

Your Senses About
Attitude

Unit 4
Taking
Action
Mindfully

Lesson Structure
Each lesson includes:
Introduction of Topic
A Warm-Up Activity
Links to Brain Research
Clarification Examples
for Students
Materials and Resources
A Step-by-Step Plan
Curriculum Connections

Students learn
Unit I:
The Core Practice
Deep belly
breathing
Focussed
attention
3 x daily
throughout
the school year

Students learn
Unit I:
To mindfully pay
attention to their
breathing & senses
How breathing can help
the brain to think clearly,
to sharpen focus &
manage emotions

Students learn
Unit I:
About the brain and how it
helps them think and react
Prefrontal
Cortex

The thinking
part of the brain;
helps with
decision making

Amygdala

Keeps us safe;
responsible for our
immediate
reactions

Hippocamp
us

Stores & processes

facts & memories

Students learn
Unit I:
About the stressed brain & the
happy brain and how brain state
impacts learning

Students learn
Unit II:
How to experience the relationship
between our senses, how our bodies
move and the way we think.
Unit III:
How our mind-set affects how we learn
and progress
How to take anothers perspective
How to be more optimistic and how
to appreciate happy experiences

Students learn
Unit IV:
To express gratitude
How and why to perform acts of
kindness
How to take mindful action in the
world

A MindUP Classroom
MindUP Core Practice
3 x daily
MindUP Lessons
MindUP Connections to Curriculum
Short extensions to lessons
Literature Links
Books that further support MindUP curriculum
MindUP Journals
For student reflection

Arguments for MindUP

Cost effective
Hard copy or ebook options
Researched based developed by team of
educators, neuroscientists, positive
psychologists & experts in mindful awareness
training
Age-appropriate curriculum based on
developmental levels
MindUP language can be used across grades
and between schools

Arguments for MindUP

Teachers:
Teachers report 100% satisfaction
Time effective, 10 min commitment per day
Easy set up including step-by-step lesson plans and
reproducible worksheets
Intended to be easily woven into lessons
Cross-curricular connections included with each lesson
Students are more focussed
Can think more clearly under pressure
Creates a stronger classroom culture
Improves communication with students, parents and other staff
Experience greater job satisfaction
It saves time, helps to maintain student
focus and I have more control and patience
while the kids are more engaged in
learning.
-Teacher implementing MindUP

Arguments for MindUP

Students:

Reduces stress
Increases academic performance Being mindful calms me
down when I am angry. It
Improves concentration
helps me not get in a big fight
Helps to reduce bullying &
because I dont want to hurt
aggression
my friends. It also helps me
focus on my work.
Improves social interactions
-Sixth grade Student
Helps with perspective taking
Instils empathy and kindness
Fosters complex problem-solving skills
Nurtures optimism & improves self-concept
Improves executive functioning including planning and
organization, emotional control and inhibitory response

Arguments for MindUP

Can be utilized with students with
special needs
Whole-child approach effective for
diverse student population including
students with:
Anxiety
Depression
Autism Spectrum Disorder

Arguments against MindUP

While there is research related to mindfulness, a
optimistic outlook, & social/emotional learning in
schools, there is little research on the program itself.
Has the Hawn Foundation helped to promote the
curriculum? Would it be as popular without this
endorsement?
With all of the curricular demands being placed on
teachers, how can they afford to do the Core
Practice three times daily as well as the 15 lessons?
As the Core Practice can appear very similar to
meditation, parents may not support their children
taking part

Rebuttal
The program is evidence-based and new.
Preliminary studies are promising.
While her celebrity got initial attention, the
program has proven itself and continues to
become more popular.
All students need brain breaks. Students are
more attentive and ready to learn so ideally
the teacher does not need to stop as often.
Parents can be informed about the benefits of
breathing and witness the focussed awareness
of the students following The Core Practice.

Summary

Benefits of social/emotional
learning in school has been
well documented:
- Promotes overall health &
wellness
- Improves academic success
- Prevents problems such as
violence, alcohol & drug use,
truancy & bullying
- Prepares children for
adulthood (teaching
communication skills,
cooperation, leadership)
(www.casel.org)

Closing remarks for

Zones of Regulation

Closing remarks
for MindUP
Mind UP

References
Boekaerts, M. & Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment
and Intervention. Applied Psychology: An International review, 54 (2), 199-231.
de Carvalho, J. S., Pinto, A. M., & Marco, J. (2013, March). The classroom as mindful experience:
The results of MindUP Program on 3rd grade students, a pilot study. Poster presented at the 2013
Mindfulness in Society Conference, University of Bangor, North Wales, UK
Hawn Foundation. (2011). MindUP curriculum. Brain Strategies for Learning and Living. Scholastic
Publishing. NY, New York.
Hofmann, W., Schmeichel, B.J. & Baddeley, A.D. (2012). Executive functions and self-regulation.
Trends in Cognitive Sciences, 16(3), 174-180. doi:10.1016/j.tics.2012.01.006

Kuypers, L.M. (2011). The Zones of Regulation: A Curriculum designed to Foster Self-regulation and
emotional control. Social Thinking Publishing. San Jose, California.
Powell-Williams, A. (2012). MindUP Workshop for Grades 3-8 [PDF Document]. Retrieved from
http://yukon-education-mathematics.wikispaces.com/file/view/MindUp%20Inservice
%20Package.pdf/437425200/MindUp%20Inservice%20Package.pdf

Reid, R., Trout, A.L., & Schartz, M. (2005). Self-regulation Interventions for children with attention
deficit /Hyperactivity Disorder. Council for Exceptional Children, 71 (4), 361-377.
Rock, M.L. (2005). Use of strategic self-monitoring to enhance academic engagement,
productivity, and accuracy of students with and without exceptionalities. Journal of Positive
Behavior Interventions, 7(1), 3-17.

References
Schonert-Reichl, K., & Lawlor, M. (2010). The effects of a Mindfulness-Based Education
Program on Pre and Early Adolescent's Well-Being and Social and Emotional
Competence. Mindfulness,1, 137-151.
Schonert-Reichl, K., Oberle, E., Lawlor, M., Abbott, D., Thomson, K., Oberlander, T., &
Diamond, A. (2011). Enhancing cognitive and social emotional development
through a simple to administer school program. Manuscript submitted for
publication.

Shanker, S. (2013). Calm, alert & learning. Classroom strategies for self-regulation.
Pearson. Toronto, Ontario.
Sofronoff, K., Atwood, T., Hinton, S. & Levin, I. (2007). A Randomized controlled trial of
a cognitive behavioural
intervention for anger management in children diagnosed with Asperger Syndrome.
Journal of Autism and Developmental Disorders, 37, 1203-214. doi: 10.1007/s10803006-0262-3
Wyman, P.A., Cross, W., Brown, C.H., Yu, Q., Tu, X. & Eberly, S. (2010). Interventions to
strengthen emotional self-regulation in children with emerging mental health
problems: Proximal impact on school behaviour. Journal of Abnormal Child Psychology,
38, 707-720. doi: 10.1007/s10802-010-9398-x

Useful Websites
www.zonesofregulation.com
http
://thehawnfoundation.org/mindup/