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Heather Forbes on The Language of Trauma (Video, approx. 3 hours) - February 2024

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Heather Forbes on The Language of Trauma (Video, approx. 3 hours) - February 2024

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Resources collected by Amanda Ramirez-O'Grady, Program Specialist.

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This document holds the tools used throughout the training, and weren't included in the participant binder.

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Butte County SELPA - ERMHS Training Padlet

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Butte County SELPA - ERMHS Training Padlet

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This PQR is an excellent resource for program design and collaboration

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A guide to being a teacher at BASES

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The document that started it all!

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Download and use as needed for Protocols (when a student is escalated) or Routines (to support maintaining baseline)

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Behavior Restraint and Seclusion Padlet of Resources, from Supporting Inclusive Practices - 2023

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Behavior Restraint and Seclusion Padlet of Resources, from Supporting Inclusive Practices - 2023

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Use this to create your own expectations for how students use Regulation Tools

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Jeff Lester Created this template for student demographics

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Created by Jeff Lester

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From BASES Learning Center

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Butte County SELPA - Behavior Support Services Padlet

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Butte County SELPA - Behavior Support Services Padlet

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These grounding exercises were designed to be used in coordination with the Zones of Regulation curriculum

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Support classrooms by individualizing student reinforcement.

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This incredible flowchart can aide decision making and Protocol creation

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From BASES Learning Center

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Butte County SELPA - Community Recovery Padlet

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Butte County SELPA - Community Recovery Padlet

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This article is an overview of trauma, anxiety, and grounding.

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Key points

Grounding techniques can help you find relief and control in moments of panic or frequent hypervigilance.

Three types of grounding techniques are physical, mental, and soothing.

Strategies to try out the next time you feel hijacked by your emotions include taking a walk, focusing on your senses, and listening to music.

If you experience high anxiety, moments of panic, or frequent hypervigilance, it can be difficult to know what to do in these moments when it feels like your emotions have taken over. Grounding techniques can help you find some relief and a little more control in these instances.

These heightened states of anxiety and physiological arousal can stem from a traumatic experience and can sometimes be accompanied by flashbacks (i.e., reliving the memory as if you're back there) or disassociation (i.e., detaching from reality through having an out-of-body experience or your mind "blacking out"). Grounding can refocus you to the present moment to help shake off these overwhelming, anxious, or debilitating moments.

Like any coping strategy, finding the right effective technique for you will involve trial and error. It's important to try out different techniques to figure out what works best for you. So try not to get discouraged if some aren't helpful or effective. That's useful information to know, and you can pick other ones to try the next time.

When to Put Grounding to Use
Try some grounding techniques the next time you're..

Flooded with anxiety or panic ("hyperactivated").

Frozen or shut down; having trouble thinking or speaking ("hypoactivated").

Feeling frightened after a nightmare.

Overwhelmed by upsetting memories or having flashbacks.

Detached from the present moment (disassociation).

Feeling on edge, high alert, or hypervigilant.

Anxious and can't calm down.

Feeling triggered by a trauma reminder.

Grounding Techniques
Soothing Strategies

1. Self-Talk. You can try saying things to yourself things like, "I'm okay. I'm here and safe in the present moment. Nothing can hurt me right now." It can even be helpful to say your name, the city and place you're at, and the date and time to redirect you to the here and now and remind yourself that you are safe.

2. Meditation. Listen to a calming guided meditation. You can find many free ones on YouTube and Spotify or consider a meditation app. Again, finding what works for you can take some trial and error. Try out different types of guided meditation to find the kinds you like best. For example, some have you focus on your breathing, whereas others have you engage in body scans, progressive muscle relaxation, or guided imagery and visualization.

3. Music. Listen to music you find soothing. You can make a playlist of songs that are calming and name the playlist something to remind you to use it in these moments (e.g., I created a playlist for myself called "Breathe.")

4. Pet. If you have a pet, sit with them and focus on how they feel to the touch. Notice their physical markings or unique characteristics. If you're not at home with your pet, think about your favorite things about them and how they would comfort you if they were with you.

5. Visualize. Picture somewhere that is comforting or serene to you. Think of your favorite place and imagine that you are there now. Use each of your senses: Picture what you see, and imagine the noises you hear and the scents you smell.

Mental Strategies
Activate the part of your brain required for higher-level "thinking" rather than emotional instincts.

1. Subtract seven from 100, and then keep it going.

2. Spell your first and last name backward, then repeat this with a few names of family members or friends. You can also include their ages and one of their favorite activities.

3. Look around your environment to describe the objects and colors you see (e.g., "a brown wooden chair, a burgundy coffee mug, a landscape painting with forest green trees, a calm turquoise lake, etc.)."

4. Watch a funny animal video, a clip of your favorite comedian, or part of your favorite TV show or movie - anything that might draw you in or make you laugh.

5. List four things that bring you joy or that you're grateful for, briefly imagining each in your mind.

Physical Strategies

1. Cold water. Splash cold water on your face. Put your hands in the cold water and notice how it feels on each part of your hands.

2. Take a walk outside. Notice your surroundings - how does the air feel on your skin? What color is the sky? Try describing what you see one thing at a time.

3. Focus on your five senses. Count down a list of things you notice around you: 5 things you see; 4 things you can touch; 3 things you hear; 2 things you can smell; and 1 thing you can taste.

4. Savor food or drink. Take small bites of food or small sips of a beverage you enjoy. Let yourself fully taste and savor each bite, focusing on the smells and flavors you taste.

5. Touch an object and describe it in detail. Describe the color, size, texture, weight, temperature, scent, and any other qualities you notice.

How will I remember to use them if I feel overwhelmed?
When feeling flooded with anxiety, it can be really difficult to think straight. It's recommended to pick one or two strategies ahead of time to try out the next time you're feeling hijacked by your emotions. Even better, practice using these strategies when you're in a calm state of mind. That will allow you to recall them more readily when you need them.

Once you remember to use the strategies when you're feeling anxious, you will build momentum, and it will get easier and easier to remember to use them in the moment. Here are some other strategies to help yourself remember:

Set your phone background to be a photo or phrase that can help bring to mind the techniques, like a photo of somewhere you find peaceful or a mantra to use.

Create a coping card to carry with you. It can be a note you keep in your wallet or a note on your phone that lists a few strategies to try.

Wear a bracelet or other jewelry with a certain color or phrase to signal to you to use the skills.

Tell your significant other or close friends and family about the techniques so they can remind you the next time you need them.

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Grounding Techniques for Trauma and Anxiety

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Are you ever overwhelmed by anxiety, or do you have an easy startle response? These grounding techniques can help you regulate.

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This document is to be used along with the Behavior Management Flow Chart

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From BASES Learning Center

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A useful introduction to the Hierarchy Of Prompts

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How to Use Prompts Effectively and Efficiently - The Autism Helper

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Resources, tips, and materials to help you, help children with autism

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A collection of useful grounding techniques

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Behavior Management Flow Chart Major Behavior

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Behavior Management Flow Chart Major Behavior

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This document is to be used with the Behavior Management Flow Chart

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From BASES Learning Center

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https://udlguidelines.cast.org/

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Created by Jeff Lester

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From BASES Learning Center

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Premack Principle inspired responses

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This is a helpful guide to setting clear expectations

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A schoolwide PBIS initiative can impact school climate in multiple ways, including improving academic achievement, reducing discipline referrals, and increasing attendance. The foundation of PBIS in any school is its schoolwide PBIS matrix, which helps the school community establish a common language and identify universal goals for behavior. The schoolwide matrix applies to all community members and is often used as the primary measurement for behavior within the classroom.

Many educators, however, take the schoolwide matrix a step further. They use the schoolwide PBIS matrix to develop a classroom behavior matrix for the unique atmosphere of their specific classroom.

What is a Classroom Behavior Matrix?

Like a schoolwide PBIS matrix, the classroom behavior matrix is a simple table that defines concise and positive expectations in various settings. It can also be used to explain classroom routines and configurations. Examples of settings and configurations where classroom expectations apply include:

Center time

Independent practice

Formal evaluations

Small group discussions

Technology use

Depending on what is outlined in the schoolwide matrix, teachers can further define desired behaviors in specific circumstances, including walking in the hallway, taking a restroom break, or recess.

How to Develop a Classroom Behavior Matrix

A classroom matrix is unique to the confines of the classroom and your students' time there. Remember, however, that it should reflect the behaviors outlined in the schoolwide matrix. How do you develop a classroom matrix?

Use the schoolwide behavior matrix as a guide

In order to create an effective classroom matrix, look to the schoolwide matrix. Take the core principles outlined there and apply them to your classroom environment. This is an opportunity to drill down into specific behaviors for specific situations. Referring to the school-wide matrix reinforces consistency and common language.

Get student input

A successful classroom matrix relies on buy-in from your students. Ask them to envision specific behaviors for each of the core principles within the classroom. This input will help to generate buy-in from everyone involved in your classroom community.

Teach and model behaviors

When it comes to outlining specific behaviors in the classroom, it's often helpful to teach through roleplay and modeling. Illustrate what each behavior looks like in action instead of simply telling students what you expect. Reteach expectations as needed.

Post your matrix prominently in the classroom

A large matrix posted in a prominent place can help to remind students of the behaviors they should demonstrate. If your classroom includes learning stations, you can also post portions of your matrix specific to those areas in each location.

Share with parents/guardians

To extend behavioral learning beyond the classroom, involve your students' parents or guardians. Provide them with a copy of your classroom matrix and encourage them to talk often with their student about these behaviors.

Adapting Your Classroom Behavior Matrix

Some teachers choose to take their classroom matrix a step further and outline expectations for those times when students are away from the classroom. During periods of remote or hybrid learning, students can continue to demonstrate positive behaviors. This can include technology-specific actions such as having webcams on and microphones muted, as well as being considerate with both spoken and written comments during online class time.

Behavior matrices can also extend into the home, allowing your students' parents or guardians to take a more active role in developing positive behaviors. For periods of extended remote learning, you can adapt your classroom matrix to include actions and expectations that the adults in the home can use to ensure smooth transitions. These expectations can be especially useful when parents are working from home while their children are also learning remotely.

Using PBIS Rewards in the Classroom and Schoolwide

Consistency in recognizing positive behaviors enables these behaviors to become an integral part of school culture. A digital token economy can make it easy to award, track, and redeem points schoolwide.

PBIS Rewards helps schools to establish schoolwide values, identify what those values look like in action, and easily reward students for positive behaviors. In the classroom, teachers can use the schoolwide behavior matrix as a guide for defining classroom-specific behaviors. They can also create their own teacher store, independent of the school store, to offer incentives unique to their classroom community.

To get an in-depth look at PBIS Rewards in action, request a demo. The demo illustrates how schools can customize the system to reflect their schoolwide values and create a points system to encourage positive behavior. Recognize students and award points anytime, anywhere!

Download All Matrix Guides

Here are some related articles you may find interesting:

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How to Create a Classroom Behavior Matrix

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The classroom behavior matrix is a table that defines expectations in various settings. It can also be used to explain classroom routines.

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From BASES Learning Center

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This Tiny Survival Guide is from the Trauma Stewardship Institute

https://traumastewardship.com/purchase/

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From BASES Learning Center

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AKA, DSRs, Daily Success Records, At Bat Stats. Use this template or adapt it to fit your students!