Menu Expand
Simple Stuff to Get Kids Self-Regulating in School

Simple Stuff to Get Kids Self-Regulating in School

Lauren Brukner | Lauren Liebstein Singer | John Smisson

(2018)

Additional Information

Book Details

Abstract

Packed with photocopiable lesson plans and tried and tested strategies, this illustrated guide is the ideal companion for teachers and therapists wishing to help kindergarten and elementary school children to self-regulate. It contains everything you need to integrate the successful, research-based 'Awesome and In Control' program, which focuses on empowering children to regulate their own emotions and senses and helping them to develop excellent coping strategies. Explaining how the popular, universal 'Awesome and In Control' program works, the guide enables you to help children to keep calm and in control during everyday tasks including reading, writing and paying attention to others.
Lauren Brukner is a senior occupational therapist. She specializes in sensory integration and self-regulation strategies for children and young people, and their implementation in home, school, and community settings. Lauren Liebstein Singer is a Speech-Language Pathologist and a licensed Teacher of Students with Speech and Language Difficulties, currently working for the New York City Department of Education.

Table of Contents

Section Title Page Action Price
Simple Stuff to Get Kids Self-Regulating in School: Awesome and In Control Lesson Plans, Worksheets, and Strategies for Learning, by Lauren Brukner, MS, OTR/L and Lauren Liebstein Singer, MS, CCC-SLP, TSSLD 3
Hello and Welcome! 10
Part 1: Introducing the Program 12
1. What is Universal Design for Learning, and Why is it So Important? 14
2. The Background 16
3. Basic Building Blocks of this Program 18
4. All About Self-Regulation and Sensory Processing 26
5. The Environment 34
6. How to Use this Book 44
Part 2: The Lesson Plans 50
7. Introducing the Awesome and In Control Program 52
8. States of Regulation: Slow and Tired, Fast and Emotional, and Fast and Wiggly 56
Lesson 1: Slow and Tired Feelings 56
Lesson 2: Fast and Emotional Feelings 60
Lesson 3: Fast and Wiggly Feelings 63
9. My Feelings are Unpredictable! Changes and Triggers 66
Lesson 4: My Feelings Change Throughout the Day, Part 1 66
Lesson 5: My Feelings Change Throughout the Day, Part 2 70
Lesson 6: What Does the Word Trigger Mean? 72
Lesson 7: My Triggers 74
Lesson 8: Our Feelings are Fluid 78
10. Before We Begin: Let’s Make Breathing Concrete 86
Lesson 9: Exploring Tangible Breathing Focusers 86
11 Making the Connection: What is an Anywhere Body Break? 92
Lesson 10: Exploring Anywhere Body Break Choices for Slow and Tired Feelings 92
Lesson 11: Exploring Anywhere Body Breaks for Fast and Emotional Feelings 97
Lesson 12: Exploring Anywhere Body Breaks for Fast and Wiggly Feelings 100
12. Making the Connection: Exploring Tools 104
Lesson 13: Exploring Tools for Slow and Tired Feelings 104
Lesson 14: Exploring Tools for Fast and Emotional Feelings 109
Lesson 15: Exploring Tools for Fast and Wiggly Feelings 112
13. Making the Connection: Big Body Breaks 116
Lesson 16: Understanding the Basics of the Movement Area within the Classroom 116
Lesson 17: Exploring Big Body Breaks for Slow and Tired Feelings 123
Lesson 18: Exploring Big Body Breaks for Fast and Emotional Feelings 126
Lesson 19: Exploring Big Body Breaks for Fast and Wiggly Feelings 129
Part 3: The Strategy Cards 132
14. What are Strategy Cards? 134
Attentive Learning 136
Reading 146
Writing 156
Transitions 166
Lunch and Recess 176
Help! I Lost Control 180
I Can’t Get My Words Out 190
15. Making Sure Strategies Stick 194
16. Assessments 200
Bibliography 210
Acknowledgements 212
About the Authors 214
Blank Page 1