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Debate Analysis
Zones of Regulation vs. The Incredible 5 Point Scale

Lindsay Birchall
University of Calgary

Practice Evaluation in School Psychology-EDPS 612.03

Dr. Yvonne Hindes
June 11th, 2015

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Debate Analysis: The Zones of Regulation

Overview/Summary of Intervention
Self-Regulation. Research indicates that self-regulation (SR) is imperative to a childs
development and learning. In contemporary classroom settings, curriculum promoting SR is
commonly implemented. SR is the ability to stay calmly focused and alert, while utilizing selfcontrol. Ones arousal states, emotions, thinking skills and behaviors are all part of this complex
framework known as SR. In fact, to successfully self-regulate, 3 critical neurological components
must be integrated: sensory processing, executive functioning, and emotional regulation. When a
child is able to integrate sensory information while sequencing their thoughts and actions, they
are better able to remain calm, focused and alert. Inversely, poor self-regulation is related to
higher risk for peer rejection and lower academic achievement. Two evidence based interventions
that target SR are The Zones of Regulation (ZR) and The Incredible 5 Point Scale (I5PS).
The Incredible 5 Point Scale. The I5PS, is a nominal visual scale that provides children
a with 5 point framework to help catalogue a range of feelings and emotions and possible
solutions to control them. The evidence based program intends to teach social understanding,
behavioural expectations and self-management skills. For example a rating of 4 may include
feeling angry, understanding that your brain isnt working clearly, knowing this level may result
in saying or doing something you would feel sorry for later and considering that a practical
solution may be to find a safe place to calm down. Please refer to Appendix A for a visual
example of the scale. The I5PS values and incorporates the childs perspectives in the scale and it
can be used to target multiple behaviors outside of SR such as social issues, voice volume,
repetitive behaviours and anxiety, etc. The I5PS is simple, flexible and objective; it can be used in
multiple settings for multiple behaviours at once. The scale, which is also available in App
format, incorporates social stories and actively links observable and concrete actions to emotions.

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Zones of Regulation. The ZR is a visual scale that categorizes the complex components
of SR into four separate colored zones (i.e. Blue Zone, Green Zone, Yellow Zone, Red Zone).
Each zone includes emotions, thought processes, sensory aspects and other observable behaviours
related to SR. Please refer to Appendix B for a visual example of the ZR. The ZR takes a
systematic cognitive behavioural approach to SR. The four zones categorize the way a person
may feel, teach students to become aware of their emotions and manage sensory needs,
encourage students to build a toolbox of calming techniques, prompt children to implore
cognitive strategies and sensory supports and provide students with an opportunity to problem
solve through difficult situations. Importantly, the ZR also incorporates social stories and games
such as Zones UNO, Zones Twister, art activities and emotion charades. Cognitive strategies and
thinking techniques such as big problem vs. little problem and inner coach vs. inner critic are also
integrated into the program. An App is also available for the ZR.
Summary of Arguments for the Intervention/Program
The ZR program has several strengths. Importantly, the ZR was developed using strong
evidence based research in the area of SR. The authors incorporated previous evidence based
concepts such as Michelle Garcia Winners Social Thinking program and The I5PS. The ZR also
incorporated evidence from various other programs, created to address developmental difficulties
such as Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Tourette s
syndrome, Oppositional Defiant Disorder, Conduct Disorder, Selective Mutism and Anxiety
disorders.
The ZR is comprehensive; the program targets multiple skills and concepts related to SR,
including executive functioning, emotional recognition and sensory integration. By categorizing
thoughts, feelings, behaviours and states of arousal into four groups, the ZR makes it easy for a
child to relate their own cognitions, emotions and behaviours to the scale itself. Defining the

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zones by color and providing a clear visual representation of the fours zones makes the concepts
concrete and measurable, increasing the childs ability to conceptualize and understand SR.
Importantly, ZR includes supplemental visual supports (e.g. scale for size of the problem, road
signs) and tracking tools (e.g. graph for tracking a childs response to stressors throughout the
day), which can encourage children monitor and track their progress.
Notably, the ZR can be implemented in naturalistic settings and can be used for typically
developing children, making it a feasible option for class wide curriculum. For students capable
of cognitive restructuring, the ZR incorporates thinking strategies such as big vs. little problem
and inner coach vs. inner critic. Relaxation techniques and sequences such as breathing exercises
are also part of the program. The ZR does not require input from the child; this is helpful when a
child may not be able to provide accurate insight due to developmental delays. Moreover, the ZR
includes social thinking and social stories, which prompts children to associate social concepts
with SR.
Because the ZR can be used for ages 4 and up, and it has a purchase price of $44.00, the
program is a highly cost effective curriculum for schools. The creators emphasise that the
program is flexible and adaptable; it can be modified for those with neurobiological disorders,
mental health disorders and children with delayed language and/or cognitive abilities. The
authors provide clinicians with examples of adapting the program to specific student needs. In
addition, the program is easy to use and requires minimal resources and training.
Lastly, the ZR includes fun games and activities within their program such as emotion
charades, Zones UNO, Match the face, Zones Twister, Zones M&M game, The Zones BINGO,
feelings bean bag toss, feelings songs (for younger children), art activities and video clips. Games
are intended to enhance learning and help students explore concepts; they provide children with
an opportunity to learn within fun and engaging activities. The ZR is also available in an App

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format, which increases its accessibility and value as a tool for parents, teachers and children.
The cognitive behaviour therapy App helps develop sensory supports, cognitive strategies and
thinking skills to help promote SR. Mini games, rewards and an exciting adventure through an
imaginary town teaches children how to move between the zones and to build a tool box of
helpful strategies. Importantly, the App is very well made with colorful and visually appealing
graphics.
Summary of Arguments Against the Zones of Regulation
There are several limitations to the ZR. Although the program can easily be incorporated
into a classroom or group setting, it may lack the specificity required for some children to
develop SR skills; in some circumstances a more tailored, individualized program may be a better
fit for a students needs. Also, the ZR is only intended to help develop SR skills and cannot be
adapted to teach other concepts such as voice volume or appropriate proximity to others, like the
I5PS can. Moreover, the ZR is intended for children with average to high average cognitive
abilities. Children with language delays and/or cognitive difficulties may find the ZR too
complex and abstract; some children may learn better with a more simplistic approach such as the
I5PS. Although the ZR claims to be flexible and adaptable for children with developmental
delays, clinicians should be cautious of compromising treatment fidelity when modifying any
manualized program.
Granted, the use of a visual scale is helpful in teaching children to conceptualize selfregulation, however, the incorporation of colors within the scale may be a limitation. Children
who struggle to think in an abstract and insightful manner may cognitively catalogue emotions as
good or bad. When emotions are paired with specific colors associated to good (i.e. green), and
bad (i.e. red), there is further potential for students to accept these inaccurate mutually exclusive
concepts as fact. As a clinician, one may consider using the I5PS for these students.

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The ZR program may be interpreted as too childish by older students and adolescents;
the I5PS is generally more often used with middle and high school students. Another important
drawback is that the App is only available for iPhone users, which limits accessibility; the App is
also expensive. Furthermore, additional research is required to substantiate the ZRs efficacy as
an evidence based program. Being that the ZR was recently released in 2011, its current evidence
base is sparse at best. As school psychologists we should be cognisant of this shortcoming.
Critical Analysis of the Arguments
In addition to the arguments for and against the ZR, it is important to think critically about
the potential obstacles and potential positive outcomes for students as individuals. For example,
the games offered within the ZR program provides children with the opportunity to engage social
learning; when children learn in a group they are often more motivated and successful. Many
group therapeutic models that incorporate Social Learning Theory show consistent evidential
positive outcomes for students with many differing diagnoses such as Oppositional Defiant
Disorder, Conduct Disorder and Attention Deficit Hyperactivity Disorder. Because the ZR can be
easily implemented in group settings, this program may be a good match for specialized groups.
Conversely, children that may struggle with insight and/or social perspective taking (e.g. students
with diagnosis of Autism Spectrum Disorder, Oppositional Defiant Disorder, Conduct Disorder),
may have difficulty with the complex and abstract nature of the ZR program.
Because the ZR incorporates several evidence based techniques and strategies for SR (e.g.
sensory supports, thinking strategies, calming sequences), children are offered multiple modes of
coping; students are able to fill their tool boxes with individualized techniques and strategies that
fit with their preferences and abilities. The variety of strategies offered also gives children the
opportunity to implore different techniques in different situations. For example, it may be more
socially appropriate to engage a cognitive SR strategy when you are having a conversation with a

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friend, then it would be to walk away. The multiple strategies, including the use of cognitive and
social thinking techniques, are a substantial strength of the ZR, for children that are able to
conceptualize these skills. Reducing SR, social behaviours and social problem solving to a 5
point scale may be too simplistic for many students.
We should also consider that although the ZR is comprehensive, it may also be viewed as
convoluted. Too much information to integrate (i.e. social, emotional, sensory, cognitive), and too
many strategies to choose from, may be overwhelming for some children. Clinicians should even
consider that typically developing children of average intelligence, may struggle with integrating
all of these abilities at younger ages. Therefore, we must take an individualized approach when
choosing a curriculum for SR; in some cases are simplistic approach may prove more effective.
Because the ZR can only be used to teach SR, the implementation of other programs
should be considered when multiple behaviours need to be addressed (e.g. hyperactivity, voice
volume, personal space). It may be more effective, efficient and beneficial, for classroom
teachers and students, to introduce one program that can be used to address a multitude of
behaviours such as the I5PS, rather than several different approaches.
Rationale for the Decision
The ZR incorporates similar elements as the I5PS such as identification of emotions,
social stories, the development of more appropriate coping strategies and the use of a visual
supportive scale to categorize concepts within self-regulation. However, the ZR also incorporates
cognitive strategies, emotional recognition, executive functions, sensory management strategies
and social thinking concepts. These elements of cognition and sensory regulation are important to
an individuals ability to self-regulate and should not be ignored. As we know, thoughts, emotions
and behaviours are intertwined, each impacting one another, resulting in actions based on an

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individuals perceptions and beliefs. The comprehensive approach to SR within the ZR is far
superior to the simplistic approach of the I5PS.

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References

Lessard, A., Majcher, C., Dickson, N & Leslie, T. (2015). Debate Presentation: Self-Regulation.
Retrieved From: https://connectmeeting.ucalgary.ca/p7vkr0o0b07/

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Appendix A

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Appendix B