• Pony beads and Keyrings
chosen interval. Once the task is complete, the student can close the screen, and the timer will re- set automatically.
o Threading three pony beads onto a 1” or larger keyring creates a fidget that students can quiet- ly keep in their hand or pocket. The beads slide smoothly around the ring and are inexpensive to make.
• Noisli
o Noisli is an extension that provides background noises, such as rain, wind, and coffee shop. For stu- dents who struggle with classroom noises or are having difficulty regulating their emotions, sooth- ing sounds such as rain can help them refocus and regulate their emotions. Noisli can also set a timer for the noises or mix sounds to create a mix that each student prefers.
HIGH-TECH TOOLS FOR EMOTIONAL REGULATION High-tech tools have become more readily available for stu- dents as they spend more time on devices throughout the day. Teaching students how to use built-in features of devices to help regulate their emotions can be beneficial both in and out of the classroom. As students transition and spend more time outside the classroom, knowing how to use tools available on the tech- nology they use daily can provide life-long support for emotional regulation. Examples of high-tech assistive technology for emo- tional regulation include extensions, websites, and apps. Extensions Extensions are additions to standard internet browsers, in- cluding Chrome and Edge. Each extension adds functionality within the browser. While many extensions are free, it is crucial to ensure they are approved for student use when adding them to a district-managed device.
Websites Websites are easily accessible regardless of the device being used by the student or classroom. Some websites supporting emotional regulation can work well when projected for the en- tire classroom. Examples of emotional regulation support that websites can offer include support for noise levels and providing visuals for students.
Examples of Websites • Bouncy Balls (https://bouncyballs.org/)
o Bouncy Balls is a free website that provides a vol- ume monitor for the classroom or environment. Once the option to “start bouncing” is selected, balls drop onto the screen. As the microphone picks up noise, the balls bounce higher/more aggressively as the noise level increases. When students are dysregulated, they often do not rec- ognize how loud their voice is. This tool can help students who are dysregulated recognize the level of volume of their reaction.
Examples of Extensions • Momentum
o Momentum is an extension added to your browser to change the screen that shows each time a new tab is opened. Once Momentum is added, the Momentum screen appears every time a new tab is opened. The Momentum screen shows a back- ground of a natural scene along with a message saying “Good Morning/Afternoon” and has a place for the student to enter their name. The rest of the screen is customizable with places to enter a to- do list, a day's goal, bookmarks, and a daily quote. These features can help a student maintain emo- tional regulation when working online by provid- ing a calm environment each time a new tab is opened, instead of opening a search browser or other page that may be distracting or overwhelm- ing.
• Classroom Screen (https://classroomscreen.com/)
o Classroom Screen is a free website that allows the teacher to provide visual supports easily on a projected screen. The paid version offers saved screens for teachers who want to keep the visuals over multiple uses. When this website is opened, it shows a natural landscape image and options toolbar. When an option is selected, it is added to the screen. Options supporting students with emotional regulation include timers, lists, volume meters, clocks, calendars, and a place to write di- rections or reminders.
• Move It
o Movement is one way to help students regulate their emotions. Move It is an extension that reg- ularly prompts students to participate in gross motor movement regularly. Once the extension is added, a time increment of 5-55 minutes is select- ed. The extension then tracks time and prompts the student to complete a gross motor activity, such as five jumping jacks or toe-touches at the
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