Andrew Percival Profile picture
Jun 18 6 tweets 1 min read Twitter logo Read on Twitter
Zones of Regulation - some findings from Mason et al's research review (2023)

"Ochocki et al. found that the intervention group did not show statistically significant reductions in disruptive behavior, nor did it show significant improvements in self-control"
"With a current paucity of peer reviewed studies on the effectiveness of Zones of Regulation, and the high degree of variability in reported outcomes in the small number of existing studies, it is difficult to consider Zones an evidence-based practice despite its widespread use."
"The current widespread implementation of this program warrants immediate closer scrutiny."
"Although the Zones of Regulation program is commonly used and referenced within schools, programs that are ubiquitous, may naturally be seen as being valid without a further critical analysis implementation or outcomes."
"This is a point of concern, as any commercial program needs to be examined for efficacy delivered in classrooms and taking away instructional time that might, otherwise, be better used. Thus, the Zones of Regulation program should not be considered an evidence-based practice"
Link to Sage Journals page here...
journals.sagepub.com/doi/abs/10.117…

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More from @primarypercival

Feb 3
I think we have a problem with primary writing - we are in thrall to overly fancy vocab and flashy literary devices. As a result, we neglect clarity of communication- simple language & accurate grammar.

Our new writing curric is an attempt to move from 'Purple Prose' to 'Beige'
I have a hunch that the focus on 'Purple Prose' writing leaves many low prior-attaining children behind. They arrive in Y7 unable to write simple grammatically accurate sentences because this has not been prioritised in the pursuit of 'Wow words' and extravagant poetic imagery
I think some of this is the result of a predominant focus on fiction writing. I think pupils might be better served if greater emphasis was placed on teaching non-fiction writing in English lessons including extended responses to novels they have studied in class (see image).
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