Description
PRODUCT DESCRIPTION
As a part of your school’s positive behavior supports or IEPs, are you working to teach self-regulation skills? Do you have have children who need tier II and tier III interventions for sensory or emotional-behavioral issues? Do you want to designate an area in your room or school where you go with children to teach self-awareness skills and self-regulation strategies? Are you always trying to ‘calm down’ active and restless children so they can do academic tasks? Do you want to track data on what strategies were used and what the results of your interventions were? Do you want your children to learn what helps them to calm down when they are restless, angry, or upset? If you are using a sensory space or self-regulation space do you want to improve consistency with para-professional staff carryover and adherence to your programming? Do you want kids to take what they learn in a sensory room and have specific strategies to use in their classrooms?
Move~Work~Breathe is a self-regulation curriculum designed by a school based occupational therapist, Thia Triggs. It can be used with elementary age children with Autism, Emotional Behavioral Disturbance, Intellectual Disabilities, ADHD, Oppositional Defiant Disorder, Sensory Disregulation, and more. This curriculum provides an effective, time-efficient structured system to provide classroom breaks, improve self-awareness and self advocacy and teach specific self-regulation skills so that kids have tools to use in their classrooms. This system will get kids moving, give them the benefits of a brain power boost [from getting their heart rate up], give them heavy work and isometrics to help them calm down, and help them learn techniques to quiet and control their bodies in order to return to their academic work.
Included in the digital documents:
Teachers Guide
Setting up a self-regulation space with four important areas.
Setting up and maintaining a self-regulation plan.
Data collection
Creating alternative plans
Sample IEP goals & objectives
Professional Development Materials:
Purpose and use of self-regulation space
Using the four areas
Supporting the categorization of feelings and actions by color zones
Teaching Skills:
MOVE~
WORK~
BREATHE & BREATH ~Alternatives
Data Collection Sheet
Self-Regulation Space
Door Posters
MOVE~ Posters
WORK~ Posters
BREATHE~ Posters
Tap In-Tap Out [Compatible with Zones of Regulation©]
Optional Posters:
‘Self-Regulation is’ banner
Hero themed informational and affirmation posters
Plan and Task Cards
Basic Plan
MOVE~ 24 tasks + blank cards
WORK~ 15 tasks + blank cards
BREATH~ 12 tasks
BREATH Alternatives~ 15 tasks
Individualized Plans
Cognitive Instruction
Teachers Guide
MOVE~WORK~BREATH sort
Feeling or Action sort
Color Zones sort
My Plan of Action
When I am in red, yellow, green, and blue….
Color coded task cards give students managed choices. This simple system is easily used as-is for any child, and is easily individualized to meet the specific needs of multiple individual children in a building. It is adaptable to your situation and the space and tools that you have available.
Purchase of this product includes an all-school license. Any teacher, therapist, behavioral support person, or school may purchase Move~Work~Breath to use with all students within that one building. The curriculum will be delivered electronically immediately following payment.
************* TESTIMONIALS *******************
Principal: ‘I like that the areas and posters give any staff person who brings a child in here ideas of what to do with them.’
Physical Therapist: ‘The signs make the areas more interesting to kids. The kids can come in here in red or yellow and recognize that they are in green when leaving.’
Special Education Teacher: ‘I love this system! I have been wanting something like this for my entire career.’
Occupational Therapist: ‘I really like the concreteness of the plan format as I am finding that is necessary when you have multiple paraprofessionals completing regulation breaks.’
Special Education Teacher: ‘I love being able to actually teach skills to students that they can use in classrooms.’
Paraprofessional: ‘I like bringing a child in this room and knowing what to do with them.’
Principal: ‘Given this programming, we can now use this for Tier II interventions for children that have repeated behavioral referrals.’
Special Education Teacher: This is the best product I have found so far to help me teach my students with autism how to better regulate themselves. The visuals are awesome and I appreciate the thorough explanation on how to implement this product.
************************************************************
