What is the difference between Shanker Self-Reg and Zones of Regulation?

Many people ask, "What is the difference between Zones of Regulation and Shanker Self-Reg?" While my own understanding of self-regulation is still evolving, my short answer is that Zones of Regulation is a program for teachers to teach students about self-regulation that is based on students having self-control and being able to self-manage - to recognize what 'zone' they are in and respond to move themselves back to a zone where they are calm and able to learn.

Shanker Self-Reg is a reflective process that can be used by anyone at any age. While there are five steps, they are not linear nor cyclical but iterative. In Shanker Self-Reg, we reframe behaviour, our own and that of others, by asking 'why this behaviour and why now?' We co-regulate with others, acting as stress detectives to recognize and reduce stressors so that we can return to a state of calm. Rather than using self-control to regulate behaviour, it is self-regulation that makes self-control possible.

More information on self-regulation and self-control can be found here.

The Self-Reg Institute has a great series of videos on youtube including this one on What is Self-Reg?

For those who are seeking a much more robust explanation about the difference between the two programs, I recommend reading this article by Hopkins, Shanker and Leslie which explains it far better than I can!  Hopkins, S., Shanker, S. & Leslie, R. (2017). Self-regulation, self-control and the practice of self-regulation. Reframed: The Journal of Self-Reg, 1(1), pp. 58 – 75. 

Below, I've adapted a chart from their article which compares the two approaches to self-regulation on a number of factors. 

A comparison of Zones of Regulation® and Shanker Self-Reg®

	Zones of Regulation®	Shanker Self-Reg®
Who	Leah Kuypers (MA Ed, OTR/L, ASD Res.) – 2011	Stuart Shanker (DPhil), The MEHRIT Centre – 2012
What	A systemic, cognitive approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness into four concrete zones.	A method for understanding stress and managing tension and energy; a process rather than a curriculum or a program
Definition of self-regulation	“the ability to do what needs to be done to be in the optimal state for the given situation” A life-long process Successful self-regulation via three critical neurological components: • sensory processing; • executive functioning; • emotional regulation.	“how people manage energy expenditure, recovery, and restoration in order to enhance growth. Effective self-regulation requires learning to recognize and respond to stress in all its many facets, positive as well as negative, hidden as well as overt, minor as well as traumatic or toxic.”
Central Tenets	Aims to teach students how to become more aware and independent in: controlling their emotions and impulses; managing sensory need; improving ability to problem-solve conflicts. In doing so, aims to “teach students to figure out what zone is expected in given circumstances. If their zone doesn’t match the environmental demands and the zones of others around them, you will be teaching strategies to assist in moving to expected zone.”	Involves understanding the triune metaphor of the brain, the stress response system, and learning to manage brain-body energy and tension with these guiding values: Shanker Self-Reg® is a universal platform (not a targeted intervention or behaviour management program); Self-Reg is a process not a program; ALL people are capable of selfregulation, no matter the age, stage, or ability level; Each individual, family, culture, and community holds unique Self-Reg expertise; There is no single set way to do Self-Reg; There are no quick fixes; Self-Reg is a continual and reflective process; Self-Reg is for everyone, it is not just about children and youth; The well-being of children is inseparable from the well-being of critical adults in their lives.
Tools taught and Practiced	Sensory supports Calming techniques Thinking strategies	The Shanker Method® Dynamic System of the 5 Domains
Intended Audience	Two to four students with the same cognitive abilities working with one facilitator or eight to ten students working with two facilitators; from 4 years old at or above average intellect.	Everyone (all ages, cultures, contexts).
Delivery	Anyone (parents/ teachers/occupational therapists [OT]).	Anyone (all ages, cultures, contexts).
How Self-Regulation is Assessed/Tracked	Check-ins (or communication boards) Informal observation of student behaviour More formal observation of student behaviour, including data collection and point sheets	Rubric for Self- Reg Competencies (educators assessing implementation) Rubric for personal Self- Reg (adults) *Further assessment tools in process of being created*
Theoretical Underpinnings/Influences	Cognitive Behaviour Management Central Coherence Theory (Frith, 1989) Systemizing Theory (Baron-Cohen, 2006) Social Thinking (Winner, 2000) The Alert Program (Williams & Shellenberger, 1996) The Incredible 5-Point Scale (Buron & Curtis, 2004) “Phases of control” (Kopp, 1982) Self-management (Dawson & Guare, 2009) SCERTS Model (Prizant, Wetherby, Rubin, Laurent, & Rydell, 2006) Theory of Mind (Frith, 1989) Enactive Mind approach (Klin, Jones, Schultz, & Volkmar, 2003)	The Triune Brain (Maclean, 1990) Child development (Greenspan, 1997) Neuropsychology (Schore, 1994) Psychophysiology (Porges, 2011) Psychology of parenting (Baumrind, 1967) Secondary altriciality (Gould, 1977; Portmann, 1961) Homeostasis / fight-orflight (Cannon, 1932) Dynamic Systems Theory (Fogel, King, & Shanker, 2007) Canalization (Waddington, 1942) Coregulation (Fogel, 1993)
Tools/Resources Available	The Zones of Regulation®: A Curriculum Designed to Foster Self-Regulation and Emotional Control (2011) www.zonesofregulation. com/ The Zones of Regulation® CD, including 35 full-color and black-and-white reproducibles The Zones of Regulation® App Exploring Emotions App	Self-Reg: How to Help Your Child (& You) Break the Stress Cycle & Successfully Engage with Life (2016) Calm, Alert and Learning: Classroom Strategies for Selfregulation (2012) www.self-reg.ca www. selfregulationinstitute. org The Shanker Self- Reg® Tool Kit for EducatorsSelf-Reg Parenting Magazine Consultation for parents and educators Self-Reg eSchool (Parent Portal, Portal Plus, Foundations Courses, Facilitator’s Courses, Master Classes, webinars, workshops, symposium)
Framework/Program Research	Described as “practice based on evidence versus an evidence-based practice” (Retrieved from www.zonesofregulation. com) Two research studies completed and two research studies in progress	Research in progress in five areas: The 5 Domains of Stress Transition Conditions Between Positive & Negative Stressors Reframing Scientific Theories Self-Reg in Practice Review of Self-Reg Measures
Basic Steps of Framework/Program	18 sequenced lessons, 30–60 min./lesson RED: extremely heightened alertness and intense emotions YELLOW: elevated emotions and alertness GREEN: calm alertness and optimal learning BLUE: low state of alertness and down feelings	The Shanker Method™: Reframe the behavior Recognize the stressors (across the five domains) Reduce the stress Reflect: enhance stress awareness Respond: develop personalized strategies to promote resilience and restoration

 From: Hopkins, S., Shanker, S. & Leslie, R. (2017). Self-regulation, self-control and the practice of self-regulation. Reframed: The Journal of Self-Reg, 1(1), pp. 58 – 75.