Download Free Alert Program For Self Regulation Software



Parents need the Alert Program® to...

We created this dynamic duo to show you we live by our motto of “Self-Regulation Made Easy” (and FUN)! Our Leader’s Guide b ook takes you through the step-by-step instructions to know how to incorporate the Alert Program ®, including its three stages and 12 “mile maker” steps, with your clients, kiddos, and anyone else who can benefit from self-regulation strategies. Sep 11, 2018 - Explore Jess W's board 'Alert Program (self regulation resources)' on Pinterest. See more ideas about self regulation, alert program, social skills.

  • take the tension out of parenting.
  • help children pay attention and cooperate.
  • put the fun back into family life.

You’ve come to the right place. You have concerns and we have solutions. In fact, we’ve been helping parents just like you for over 35 years.

Through the Alert Program®, you’ll learn about self-regulation – so things like rising and shining, staying alert for learning at school, and winding down to go to bed come more easily.

Our low-budget, family-friendly, scientifically sound approach will help you see your child in a new way; It’s not hard. Small adjustments to your child’s daily routine can bring about big results.

Download free alert program for self regulation software windows 10Program
  • learning difficulties,
  • problems with distraction,
  • extremes in activity levels,
  • poor social skills,
  • or short attention span.
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  • autism, ADD, and FASD,
  • other learning challenges,
  • home schooling,
  • General Education,
  • Special Education.
  • self-regulation,
  • coping with sensory difficulties,
  • executive functioning,
  • organization,
  • attention and focus.

Alert Program®

Activities, games, and songs for you and your family!

• Your Best Self Online Course as a great starting point to learn about the Alert Program®.
Understand what you do to self-regulate and get lots of practical self-regulation suggestions (for you and your children).

• The Take Five! book is loaded with engaging activities
designed to change your children’s alert levels.

• The Test Drive! book introduces the Alert Program® through
songs your children will love singing while they learn.

• Read more about our Alert Program® product descriptions here.

Dive in with this comprehensive
Online Course where you will learn…

• Step-by-step guidelines and theory so you can become a
“detective” who uncovers what helps your child succeed.

• How to spend more time enjoying your child and less time
managing behaviors, through these self-paced, HD videos (Leader’s Guide book included).

Can the Alert Program® help my child?

Yes, absolutely. The Alert Program® has been helping children of all ages and ability levels, since 1990 and research has shown its effectiveness.

Many parents print out the 20+ pages of our “Alert Program® Literature and Research” document to share with teachers, school administrators, or other folks to demonstrate the excellence in evidence-based practice.

If you are new to the Alert Program®, click here to learn more.

Is there a therapist in my area familiar with the Alert Program®?

Download Free Alert Program For Self Regulation Software Windows 7

We have a list of therapists who have contacted us and have asked to be listed by state on our website, so you can find them easily. Click here to see our Alert Program® Affiliates. We update this page frequently, so check back often.

Download Free Alert Program For Self Regulation Software Windows 10

How can I support my child at home?

You might want to begin by reading articles in the Blog and then browse through our Free Resources in the footer.

Download Free Alert Program For Self Regulation Software Download

Then you might want to start by reading the Take Five! to find lots of practical, low-budget activities you can do easily with your child to support self-regulation.

Want to go for the whole enchilada?
If you are interested in teaching your child the whole Alert Program®, then consider using the Leader’s Guide and taking the Online Course.

And since all of our books, games, and songs are geared for and easily implemented by parents, grandparents, and other caregivers, you can browse through our list of Alert Program® materials here. Or click here to see all our parent & family friendly books, games, and songs.

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How can I explain the Alert Program® to my child’s teacher?

When you discover what self-regulation strategies help your child to be focused and attentive, you’ll want to be sure your child’s teacher (principal or other team members) knows about the Alert Program® concepts so they can be supportive.

Download Free Alert Program For Self Regulation Software Free

We have a one page handout, just for this purpose, called “What’s All This Talk About Engines?”

Also, another concise, go-to resource is the Introductory Booklet that many parents have given to teachers and other team members to explain the basics of the Alert Program®. Check out our Introductory Booklet.

I’m totally new to the Alert Program® where should I begin?

We are happy to support you to find ways to help your child. You may have more questions and we’ve got answers! Click here to learn more about the Alert Program®.

While all students will show changes in their level of alertness throughout the day, it is more difficult for students who have sensory processing or sensory integration difficulties to stay focused and alert during the school day. Not being able to alter his or her state of alertness to fit the classroom activities that are occurring could cause these students to be delayed in mastering school readiness skills, participation in school occupations, and understanding the educational material that is presented. The Alert Program for self-regulation is a compilation of activities and strategies that are based on Ayers's sensory integration and designed to help children recognize, maintain, and alter their alertness level to match either the environment they are in, or task they are completing. The purpose of this exploratory research study was twofold. First, to prospectively determine whether short-term, targeted application of Alert Program strategies was effective in improving the performance in students specifically identified as being 'probably' or 'definitely' at risk for self-regulation difficulties, and second, to retrospectively determine whether generalized, year long participation in the Alert Program as kindergarteners produced lasting effects for first and second graders. An extension of the first aim was to determine whether prior participation as kindergarten students in general programming influenced outcomes in specific programming one or two years later. Methods: There were 60 participants in all. Student populations included first and second grade students at The Oakwood School, an independent school in rural North Carolina, and a control group of second grade students at Williamston Primary School. All students were assessed using The Sensory Processing Measure (SPM-C) (Kuhaneck, Henry, & Glennon, 2007) and School Function Assessment: Part III Activity Performance - Cognitive/Behavioral Tasks (SFA) (Coster, Deeney, Haltiwanger, & Haley, 2008). Students at The Oakwood School who scored as having a probable or definite difference in one of four subtests, vision, hearing, touch, or balance and motion, or the total score for the SPM-C were included in a six or eight week follow-up of Alert Programming. The SPM-C and SFA were completed following intervention as a posttest for all Oakwood first and second grade students and the control group to be used as for analysis in part one of the current study. Results: A significant difference was found between the intervention group and non-intervention group in the SPM-C total score for one of the Oakwood second grade classes. To evaluate the durability of the Alert Program for kindergarten to second grade, trends of change were assessed for the 'at-risk' control and intervention groups and the 'not-at-risk' control and intervention groups. The trends were assessed at three time-points in order to assess the durability of kindergarten programming to the first and second grade year prior to any follow-up programming. The time points included kindergarten pretest, kindergarten posttest, and second grade pretest. The trends were found to be different for each group and for each measure. Overall, for most of the subtests, all four groups showed a trend of increasing their functioning from pretest in kindergarten to posttest in kindergarten and a trend of returning to baseline scores at second grade pretest. Discussion The Alert Program was shown to be beneficial for students as measured by two separate metrics. The current study shows that for the Alert Program to be the most effective it is important for classroom teachers to fully embrace the need and implementation in the classroom. Also, without Alert Programming students tended to return to baseline skills, rather than maintain the skills they learned. Therefore, it would be advantageous for 'at risk' students to have Alert Programming each year to build upon sensory processing and self-regulation skills acquired during the Alert Program.




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