Learn Smarter Podcast

Rachel Kapp, M.Ed., BCET, and Stephanie Pitts, M.Ed., BCET, welcome back Leah Kuypers, occupational therapist and creator and founder of The Zones of Regulation. Last week, they discussed what regulation actually means and why it looks different for each person and environment. This week, they continue the conversation by exploring why it is hard to regulate what you cannot identify and how frequent check-ins help learners pause, get curious about their body’s signals, and build self-awareness. Leah shares how regulation supports both immediate and longer-term goals and why the Zones is a framework for building self-management skills, not a behavior management system. They also discuss how classroom management can inadvertently punish learners for skills they have not yet developed, the importance of co-regulation, and the relationship between executive functioning and regulation. Together, they dig into video games and share why instruction, modeling, play, routines, and repeated practice are essential to building these skills.

Connect with Leah/Zones of Regulation: https://www.zonesofregulation.com/?utm_source=podcast&utm_medium=partner&utm_campaign=learn_smarter_podcast&utm_content=link

 

Other Episodes Mentioned:

Ep 430: What is Self-Regulation with Leah Kuypers, Creator of The Zones of Regulation (Professionals Series)

 

Support us on Patreon:

https://www.patreon.com/learnsmarterpodcast

 

How to connect with us:

Join our e-mail list

Rachel’s Kapp Educational Therapy Group website

Steph’s My Ed Therapist website 

@learnsmarterpodcast, @kappedtherapy, @myedtherapist

Rachel Kapp, M.Ed., BCET, and Stephanie Pitts, M.Ed., BCET, welcome Leah Kuypers, occupational therapist and creator and founder of The Zones of Regulation. Leah shares how the Zones give us a common language to communicate about our emotions and understand what is happening on the inside. Together, they unpack what being “regulated” actually means and why it looks different depending on the person, the environment, and the demands of the moment. They also discuss how we are all working on regulation throughout the day and why building these skills requires an individualized approach. There is no predetermined set of strategies that works for everyone.

Connect with Leah/Zones of Regulation:

https://www.zonesofregulation.com/?utm_source=podcast&utm_medium=partner&utm_campaign=learn_smarter_podcast&utm_content=link 

Support us on Patreon:

https://www.patreon.com/learnsmarterpodcast

How to connect with us:

Join our e-mail list

Rachel’s Kapp Educational Therapy Group website

Steph’s My Ed Therapist website 

@learnsmarterpodcast, @kappedtherapy, @myedtherapist

Rachel Kapp, M.Ed., BCET, and Stephanie Pitts, M.Ed., BCET welcome registered dietician Jackie Silver, who specializes in nutrition for neurodivergent people. She talks about executive functioning systems for food, making the mealtime environment fun, and how to introduce new foods. Jackie also addresses how to find opportunities to explore foods outside mealtime and what she wants parents with neurodivergent kids to know about food and eating.

Connect with Jackie Silver: www.jackiesilvernutrition.com 

Email: Jackie@jackiesilvernutrition.com 

IG: @ accessiblewellness

 

Support us on Patreon:

https://www.patreon.com/learnsmarterpodcast

 

How to connect with us:

Join our e-mail list

Rachel’s Kapp Educational Therapy Group website

Steph’s My Ed Therapist website 

@learnsmarterpodcast, @kappedtherapy, @myedtherapist

Rachel Kapp, M.Ed., BCET, and Stephanie Pitts, M.Ed., BCET welcome Dr. Oren Boxer, pediatric neuropsychologist, to discuss agency. They chat about how learners feel control and how agency is a bioeducational necessity. He shares prediction for movement IS executive functioning.  They talk about the role of the parent in providing scaffolding and agency. Dr. Boxer shares that kids who have chores have less anxiety and depression (because it’s giving them agency). He shares the link between chores, contribution to the home, and agency that leads to predictable, productive and successful adult outcomes.

Orenboxerphd.com

insightcollective.com

626-765-4482 (free consults)

 

Support us on Patreon:

https://www.patreon.com/learnsmarterpodcast

 

How to connect with us:

Join our e-mail list

Rachel’s Kapp Educational Therapy Group website

Steph’s My Ed Therapist website 

@learnsmarterpodcast, @kappedtherapy, @myedtherapist

Last week, Rachel Kapp, M.Ed., BCET, and Stephanie Pitts, M.Ed., BCET, discussed what learners say versus what educational therapists hear. This week, they flip the conversation and talk about what parents say—and what educational therapists hear underneath those words.

Rachel and Stephanie share some of the phrases they hear from parents all the time. They discuss how these statements can give educational therapists and teachers important information about a family’s frustration, exhaustion, expectations, and worries about the future.

They also explore the difference between what a learner “should” be able to do and what they can actually do independently, why good grades don’t always mean everything is fine, and how parents can get stuck between providing necessary support and worrying that they are enabling their learner.

Rachel and Stephanie emphasize that, just like with learners, the goal isn’t to judge or overanalyze what parents say. It’s to get curious about what might be underneath the words. Sometimes educational therapy involves translating the learner to the parent, the parent to the learner, and helping everyone better understand what is actually happening in between.

Support us on Patreon:

https://www.patreon.com/learnsmarterpodcast

 

How to connect with us:

Join our e-mail list

Rachel’s Kapp Educational Therapy Group website

Steph’s My Ed Therapist website 

@learnsmarterpodcast, @kappedtherapy, @myedtherapist

 

Other episodes mentioned:

Ep 426: What Kids Say vs. What We Hear (Parenting Series)