A Concept to Foster Self-Regulation & Emotional Control
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​Research Around The Zones of Regulation

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As you read in the overview, The Zones of Regulation framework is currently a practice based on evidence.  As The Zones continues to become more widely used around the US and internationally, research projects around the Zones are being conducted.  Below are research inquiries around The Zones that we are aware of.  Please check back as we hope to add more as we learn of them and update any findings that become available.

The literature review exerpt from Leah Kuypers' capstone: A Curriculum Designed to Foster Self-Regulation in Students with Neurobiological Impairments.
Hamline University, 2008
lit_review.pdf
File Size: 159 kb
File Type: pdf
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Intervention to Increase Self-Regulation in Kindergarten Students

Lauren E. Yack
Saint Joseph’s University
crj_623_literature_review-methods-results_ly.docx
File Size: 541 kb
File Type: docx
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Research Studies In Progress and complete

Does Increasing Mental Health Services in Low Socioeconomic Schools Improve School Climate/School Safety?  
University of Central Florida and Brevard Public Schools
Funded by the National Institute of Justice



bps_scs_study_narrative1.pdf
File Size: 599 kb
File Type: pdf
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The Effects on The ZONES of Regulation on Preschoolers' Behavior
Rush University and School Association of Special Education in DuPage County (SASED)

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This research study is in partnership and collaboration between school-based occupational therapy practitioners from School Association of Special Education in DuPage County (SASED) and students from Rush University Department of Occupational Therapy and was scheduled to begin in September 2015.   The design of this study provided initial evidence on the effectiveness of the modified Zones curriculum for preschool children.

Purpose: To examine whether preschool children who participate in a modified “Zones of Regulation” curriculum will exhibit improved competencies in social/emotional development when compared to preschool children who do not receive the modified Zones curriculum.

Hypothesis: Preschool students who participate in the modified Zones curriculum will exhibit improved self-regulation skills when compared to peers who do not receive the curriculum.

Method
  • Design:  Quasi-experimental, longitudinal, correlational and predictive single group study
  • Participants:  46 preschool-aged children in four blended classrooms. Two classrooms (31 students) received the intervention, and two classrooms (15 students) served as the control group.
  • Instruments:  Hawaii Early Learning Profile (HELP) 3-6 self-regulation assessment strand and clinician-designed emotion identification assessment
  • Procedures: Obtained consent from school and parents; determined control and intervention groups; completed pre- and post- assessments for all students; modified the Zones of Regulation
Results and Discussion
  • An Independent Samples T-test showed no significant difference in HELP assessment post-test scores between the control group (M=115.07, SD=9.47) and intervention group (M=121.26, SD=10.86); t(44)= -1.89, p= 0.066
  • A Mann-Whitney U test showed no significant difference in total number of emotions identified at post-test between the control group and intervention group; U=174, p= 0.067
Conclusion
  • Study hypothesis was not supported, though statistics show a trend which may have been significant with a larger sample size.
  • Limitations include small sample size, disproportionate number of students in intervention versus control group, and use of clinician-designed assessment.
  • Recommendations for future research include broadening data collection to additional schools or classrooms, increasing sample sizes, and evaluating the validity and reliability of the clinician-designed emotion identification assessment.

Click the Link below to view “At a Glance: Adapted ZOR Curriculum for EC."  This document provides a summary of the lessons with goals and materials that were used during the research study.
at_a_glance_-_adapted_zor_curriculum_for_ec.pdf
File Size: 446 kb
File Type: pdf
Download File


Want to get involved with Zones related research?

Social Thinking, the publisher of The Zones of Regulaiton, is teaming with me and the community to study the related outcomes of using The Zones.  Over the summer months, I will be working with Dr. Pamela Crooke from Social Thinking to design a study that users of the Zones curriculum can volunteer to participate in.  If you would like to be notified of the project once we have it set up, please follow the link here.
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© 2011, 2012, 2013, 2014, 2015, 2016, 2017&2018  Leah Kuypers, Kuypers Consulting, Inc. 

The Zones of Regulation® is trademarked and the intellectual property of  Leah Kuypers.
The Zones of Regulation Products copyright is held by Social Thinking, Inc. 
Please see Social Thinking's disclaimer on use of Zones' intellectual property, products and development of derivatives here.


  • Welcome
    • Learn More about the Zones
  • More about Leah
  • Webinars + Trainings
    • About Zones Trainings
    • Schedule
    • Live Webinars >
      • Webinar FAQS
    • Request a Training
    • Trainers >
      • Creator of the Zones: Leah Kuypers
      • Collaborative Trainer: Elizabeth Sautter
      • Collaborative Trainer - Terri Rossman
    • Reviews
  • Products
    • Apps >
      • Exploring Emotions App
      • The Zones of Regulation App
    • Navigating the Zones >
      • Purchase Zones Products via Social Thinking
    • Book >
      • Purchase Zones Products via Social Thinking
      • Reviews
    • Posters >
      • Purchase Zones Products via Social Thinking
  • Evidence
    • Research
    • Articles/References
    • Overview
  • Resources
    • Interviews and Articles
    • Teaching Tools
    • Collaborative Projects >
      • "What Zone Are You In?" Song
      • Every Moment Counts
      • Make Social Learning Stick
  • Contact