Deep Breathing
Deep Breathing
Embedded Files
Using deep breathing...
Provides students with an easy and quick coping strategy
Gives students autonomy to use when they need
Helps recognize emotional state
Implementation
Implementation
Overview
Deeping breathing is breathing that forces the breather to focus on their diaphragm.
When someone is using diaphragmatic breathing, they are "belly breathing" and getting more oxygen to their body
This is done by inhaling and focusing on the air traveling down your airway.
Oftentimes a person will place their hand on their diaphragm to feel the muscle raise and lower with their breath.
Students may increase their sense of regulation and use as a way to cope.
Deep breathing can also be used with grounding or mindfulness exercise.
It teaches students how to regulate emotions and recognize when they are feeling the targeted emotion.
Have student slowly breathe in through their nose and out through their mouth repeatedly for 1 minute or until they feel their body calming.
Core Components
An introduction to various breathing exercises
A plan on implementing on how to use a breathing strategy
Explicit teaching on WHY breathing exercises help us
Proactive Implementation
Deep breathing can be taught to all students as researched based strategy to balance the parasympathetic and sympathetic nervous systems. Students can practice deep breathing at specifically scheduled times within the day.
Responsive Implementation
Deep breathing can also be used as a responsive intervention when a student uses their self management and awareness skills to implement. This also may be prompted by an adult to use.
Bucket Fits
Bucket Fits
Connection
If the need is connection then deep breathing can be practiced as a communal activity.
Skills Training
If the need is skill building then there may be scheduled times in which a student practices various deep breathing techniques to trial and ultimately choose from.
Awareness
If the need is awareness then the student may complete a mood meter, body scan, or grounding exercise before and after deep breathing to review their emotional/psychological state.
Emotional Regulation
If the need is regulation then the student should use the strategy responsively after they have identified deep breathing as a primary coping strategy to suppor
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
Hand breathing, Lazy Eight breathing, "sniff the flower, blow out the candle"
Copy of Bird Breathing.mp4
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