Evidence-Based Concepts for The Zones of Regulation

Social Emotional Learning; Self-Regulation; Skills; Cognitive Behavior Therapy (CBT); Visual Supports; Self-Awareness; Social Problem Solving; Perspective Taking; ASD; Positive Behavior Intervention & Supports (PBIS); Multicomponent Approach

For additional information about evidence and support for The Zones curriculum, please refer to The Zones of Regulation Website. 

 

Schools, B. P. School Safety and Climate Study: Final Summary Overview.

 

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94.

 

Baron-Cohen, S. (2006). The hyper-systemizing, assortative mating theory of autism. Progress in Neuro-Psychopharmacology & Biological Psychiatry, 30(5), 865-872.

 

Bieberich, A. A., & Morgan, S. B. (2004). Self-regulation and affective expression during play in children with autism or down syndrome: A short-term longitudinal study Journal of Autism and Developmental Disorders, 34(4), 439-448.

 

Bronson, M. (2000). Self-regulation in early childhood. New York: The Guilford Press.

 

Buron, K. D. (2006). When my worries get too big! : A relaxation book for children who live with anxiety. Shawnee Mission, KS: Autism Asperger Publishing Co.

 

Buron, K. D., & Curtis, M. (2003). The incredible 5-point scale. Shawnee Mission, KS: Autism Asperger Publishing Co.

Byers, R. (1999). Experience and achievement: Initiatives in curriculum development for pupils with severe and profound and multiple learning difficulties. British Journal of Special Education, 26(4), 184-188.

 

Cain, J. (2000). The way I feel. Seattle, WA: Parenting Press, Inc.

 

Degangi, G. A., Breinbauer, C., Roosevelt, J. D., Porges, S., & Greenspan, S. (2000). Prediction of childhood problems at three years in children experiencing disorders of regulation during infancy. Infant Mental Health Journal, 21(3), 156-175.

 

Department of Children Families & Learning. (2001). Integrating Minnesota graduation standards and special education: A framework. Roseville, MN: Author.

 

Dodge, K. A. (1989). Coordinating responses to aversive stimuli: Introduction to a special section on the development of emotion regulation. Developmental Psychology, 25(3), 339-342.

 

Egger, H. L., & Angold, A. (2006). Common emotional and behavioral disorders in preschool children: Presentation, neurology, and epidemiology. Journal of Child Psychology & Psychiatry, 47(3), 313-337.

 

Fisher, N., & Happé, F. (2005). A training study of theory of mind and executive function in children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35(6), 757-771.

 

Gomez, C. R., & Baird, S. (2005). Identifying early indicators for autism in self-regulation difficulties. Focus on Autism and Other Developmental Disabilities, 20(2), 106-116.

 

Grandin, T., & Scariano, M. (1986). Emergence: Labeled autistic. New York: Warner Books.

 

Green, J. (2004). I have feelings, too! An interactive reading book of emotions for teens, adults and seniors. Santa Clarita, CA: Greenhouse Publications.

 

Greene, R. W. (2005). The explosive child. New York, NY: HarperCollins Publishers.

 

Greene, R. W., & Ablon, J. S. (2006). Treating explosive kids: The collaborative problem-solving approach. New York, NY: The Guilford Press.

 

Greene, R. W. (. (1998). The explosive child: A new approach for understanding and parenting easily frustrated, "chronically inflexible" children. New York, NY, US: HarperCollins Publishers.

 

Greene, R. W., Ablon, J. S., Goring, J. C., Raezer-Blakely, L., Markey, J., Monuteaux, M. C., et al. (2004). Effectiveness of collaborative problem solving in affectively dysregulated children with oppositional-defiant disorder: Initial findings. Journal of Consulting and Clinical Psychology, 72(6), 1157-1164.

 

Greene, R. W., Ablon, J. S., Hassuk, B., Regan, K. M., & Martin, A. (2007). "Use of collaborative problem solving to reduce seclusion and restraint in child and adolescent inpatient units": Correction. Psychiatric Services, 58(8), 1040.

 

Greene, R. W., Ablon, J. S., & Martin, A. (2006). Use of collaborative problem solving to reduce seclusion and restraint in child and adolescent inpatient units. Psychiatric Services, 57(5), 610-612.

 

Greene, R. W., Biederman, J., Faraone, S. V., Sienna, M., & Garcia-Jetton, J. (1997). Adolescent outcome of boys with attention-deficit/hyperactivity disorder and social disability: Results from a 4-year longitudinal follow-up study. Journal of Consulting and Clinical Psychology, 65(5), 758-767.

 

Happé, F. (1994). Autism: An introduction to psychological theory. Cambridge, MA, US: Harvard University Press.

 

Happé, F., Booth, R., Charlton, R., & Hughes, C. (2006). Executive function deficits in autism spectrum disorders and attention-deficit/hyperactivity disorder: Examining profiles across domains and ages. Brain and Cognition, 61(1), 25-39.

 

Happé, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5-25.

 

Harris, C. R., Kaff, M. S., Anderson, M. J., & Knackendoffel, A. (2007). Designing flexible instruction. Principal Leadership, 7(9), 31-35.

 

Henderson, H. A., & Wachs, T. D. (2007). Temperament theory and the study of cognition-emotion interactions across development. Developmental Review, 27(3), 396-427.

 

Janzen, J. E. (2003). Understanding the nature of autism: A guide to the autism spectrum disorders (2^nd ed.). San Antonio, TX: Harcourt Assessment, Inc..

 

Kachenmeister, C. (1989). On Monday when it rained. Boston: Houghton Mifflin Company.

 

Kats-Gold, I., Besser, A., & Priel, B. (2007). The role of simple emotion recognition skills among school aged boys at risk of ADHD. Journal of Abnormal Child Psychology, 35(3), 363-378.

 

Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199-214.

 

Lee, S., Simpson, R. L., & Shogren, K. A. (2007). Effects and implications of self-management for students with autism: A meta-analysis. Focus on Autism and Other Developmental Disabilities, 22(1), 2-13.

 

Lewis, M. D., & Todd, R. M. (2007). The self-regulating brain: Cortical-subcortical feedback and the development of intelligent action. Cognitive Development, 22(4), 406-430.

 

Liebermann, D., Giesbrecht, G. F., & Muller, U. (2007). Cognitive and emotional aspects of self-regulation in preschoolers. Cognitive Development, 22(4), 511-529.

 

Lloyd, J. W., Forness, S. R., & Kavale, K. A. (1998). Some methods are more effective than others. Intervention in School and Clinic, 33(4), 195-200.

 

Loth, E., Gómez, J. C., & Happé, F. (2008). Event schemas in autism spectrum disorders: The role of theory of mind and weak central coherence. Journal of Autism and Developmental Disorders, 38(3), 449-463.

 

Marks, S., Hudson, J., Schrader, C., Longaker, T., & Levin, M. (2006). Reconsidering behavior management for students with autism spectrum disorders. Beyond Behavior, Winter.

McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.

 

McTighe, J., & Wiggins, G. (2005). Understanding by design: Expanded 2nd ed. Alexandria, VA: Association for Supervison and Curriculum Development.

 

Mesibov, G. B., Shea, V., & Schopler, E. (2004). The TEACCH approach to autism spectrum disorders. New York: Springer Science+Business Media, LLC.

 

Minnesota Department of Education. (2008, September 22). Minnesota academic standards: Mathematics k-12 (2007 version).  Retrieved October 3, 2008, read more

Minnesota Department of Education. (2003, May 19). Minnesota academic standards: Language arts k-12.  Retrieved October 3, 2008, read more

Miranda, A., Presentación, M. J., & Soriano, M. (2002). Effectiveness of a school-based multicomponent program for the treatment of children with ADHD. Journal of Learning Disabilities, 35(6; 6), 546.

 

Murray-Slutsky, C., & Paris, B. A. (2000). Exploring the spectrum of autism and pervasive developmental disorders: Intervention strategies. Austin, TX: Hammill Institute On Disabilities.

 

Myles, B. S., Cook, K. T., Miller, N. E., Rinner, L., & Robbins, L. A. (2000). Asperger syndrome and sensory issues. Shawnee Mission, KS: Autism Asperger Publishing Co.

 

Myles, B. S., Grossman, B. G., Aspy, R., Henry, S. A., & Coffin, A. B. (2007). Planning a comprehensive program for students with autism spectrum disorders using evidence-based practices. Education & Training in Developmental Disabilities, 42(4), 398-409.

 

Office of Revisor Statutes, State of Minnesota. (2007). Minnesota statutes 2007: Chapter 120B: Curriculum And Assessment.  Retrieved October 3, 2008.

Oetter, P., Richter, E. W., & Frick, S. M. (1993). M.O.R.E.: Integrating the mouth with sensory and postural functions (First Complete Edition ed.). Hugo, MN: PDP Press, Inc.

 

Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2006). The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders (Volume 1: Assessment). Baltimore, MD: Paul H. Brookes Publishing Co.

 

Quill, K. (Ed.). (1995). Teaching children with autism: Strategies to enhance communication and socialization. Albany, NY: Delmar.

 

Riccomini, P. J., Zhang, D., & Katsiyannis, A. (2005). Promising school-based interventions for reducing aggressive behavior and student dropout. The Journal of at-Risk Issues, 11(2), 11-16.

 

Sergeant, J. A., Geurts, H., & Oosterlaan, J. (2002). How specific is a deficit of executive functioning for attention-deficit/hyperactivity disorder? Behavioural Brain Research.Special Issue: Neurobehavioural Mechanisms in ADHD, 130(1-2), 3-28.

 

Simonds, J., Kieras, J. E., Rueda, M. R., & Rothbart, M. K. (2007). Effortful control, executive attention, and emotional regulation in 7-10-year-old children. Cognitive Development, 22(4), 474-488.

 

Simpson, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), 140.

 

Simpson, R. L., & Myles, B. S. (1998). Aggression among children and youth who have Asperger's syndrome: A different population requiring different strategies. Preventing School Failure, 42(4), 149-153.

 

Sofronoff, K., Attwood, T., & Hinton, S. (2005). A randomized controlled trial of a CBT intervention for anxiety in children with Asperger syndrome. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 46(11), 1152-1160.

 

Sofronoff, K., Attwood, 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(7), 1203-1214.

 

Swaggart, B. L. (1998). Implementing a cognitive behavior management program. Intervention in School and Clinic, 33(4), 235-238.

 

Williams, M. S., & Shellenberger, S. (1994). "How does your engine run?" A leader's guide to the alert program for self-regulation. Albuquerque, NM: TherapyWorks, Inc.

 

Zero to Three. (1994). Diagnostic classification of mental health and developmental disorders of infancy and early childhood. Arlington, VA: National Center for Clinical Infant Programs.