Sensory-Regulation

Understanding & SupportingStudents with

Sensory & Movement Differences

Mya Horn P.T.

Donna Miller, O.T. & Erica Gorzalski, O.T.

Kelly Hettich, C.O.T.A. & Kathy Tucker, C.O.T.A

Different activities, materials, and experiences offered throughout the school

day to help maintain the student at an appropriate energy level

Sensory Regulation…

Sensory regulation is not something that happens in isolation. Sensory activities need to be integrated throughout the day.

Integrated classroom strategies

Structured scheduled breaks

Activities should be scheduled pro-actively & done prior to escalation of behavior.

Regulation activities should not be taken away or be made contingent on good behavior! They are necessary activities to help maintain arousal for functional activities to take place.

o State of readiness of the nervous system to respond to the environment

o Indicators of arousal level can be skin tone, respiration, heart rate, emotional state, tone/rate of voice

o When helping children identify their current arousal level… label the behavior, not the cause

Arousal LevelHow Alert One Feels?

High

Just Right

Low

How is your Engine running?

Tactile

Vestibular

Proprioceptive

Visual

Auditory

Olfactory

Taste

Sensory Systems

Questions?1. Is the person over-responsive or under-responsive? In what situations?

2. Does the person respond negatively or extremely to sensory input?

3. What is the person able to filter out?

Sensory-Regulation

Tactile

o Behaviors: unresponsive/unaware, puts everything in mouth, chews on pencil, avoids sensory materials and food textures, pulls away

o Strategies: deep pressure, prepare child for organized touch, vestibular strategies, brain gym

o Classroom Modifications: hideouts (tent), provide personal boundaries (carpet square, bean bag, cube chair, armed chair/wheelchair), velcro, putty, modeling clay, leave class early

Vestibular

o Behaviors: difficulty staying in seat, craves or fears movement, silly, difficulty re-entering class after movement (ie: recess or P.E.), vomiting

o Strategies: structured movement activities, heavy work activities (deliver notes, pass papers), brain gym, encourage swinging and climbing activities at recess

o Classroom Modifications: variety of work positions (ie: standing, kneeling, on tummy), seat cushion, rocking chair, dycem on chair

Proprioceptive

o Behaviors: difficulty staying in seat and/or maintaining posture, clumsy, difficulty initiating tasks, poor tool use, touching wall when walking

o Strategies: heavy work activities (carrying, pushing objects), isometric seat exercises (visual desk strip), weighted vest/lap pad/backpack/sweat band, sensory input to hands prior to fine motor activities (rice, beans, play-doh, spider push ups, finger squeezes), deep pressure, blowing/sucking activities, chewing gum/coffee stirrers, yoga poses, water bottle

o Classroom Modifications: variety of work positions (ie: standing, kneeling, on tummy), seat cushion, straddling chair

Brain Gym

Arm Activation Lazy 8’s Double Doodle Cross Crawl Brain Buttons Owl Neck Rolls Gravity Glider Thinking Cap Hook-Ups

Visual

o Behaviors: difficulty focusing/tracking with eyes, limited eye contact, excessive blinking, difficulty filtering visual information, avoiding bright light, squinting

o Strategies: decrease visual input with hat or sunglasses, provide predictable visual input

o Classroom Modifications: less visual stimulation, hide outs, dim lights or natural light, use slant board/easel, color overlays or worksheets on colored paper

Auditory

o Behaviors: Difficulty following verbal directions, delayed response to directions, tunes out in noisy environments, excessive noises/talking, distracted by noises, emotional outburst with unpredictable sounds or loud environments

o Strategies: Limit talking while providing visual pictures or hand signs, headphones, allow processing time, use demonstrations, allow breaks or work in a quiet environment

o Classroom: Seat child away from obvious auditory distractions, have quiet area in the room

Olfactory and Taste

o Behaviors: behaviors correlating with odors (distractibility, change in activity level, disorganization), limited foot repertoire, smells or tastes everything including edibles and non-edibles), vomiting/gagging

o Strategies: Entice child slowly to experience a variety of foods/smells, provide appropriate oral motor items to chew

o Classroom Modifications: Seat child near open door or fan, limit perfumes and lotions, remove from irritating environments

Remember!

EVERYONE can benefit from sensory strategies!

The goal of the supportive activities is to maintain appropriate arousal level to allow students to participate in their classroom activities

When current strategies are not successful, the frequency or type of activities should be re-evaluated

As children grow, they often gain the ability to self-regulate (both sensory and emotionally) with more independence

Visual information is KEY!

Visual Schedules Helps to lend a sense of predictability to a student’s day Describe regular events or those that are changing Determine the most effective type of visual cue for the student

(real objects, real pictures, picture symbols, simple phrases)

Choice Boards Helpful visual support for students who have difficulty with

periods of free time Helpful to provide structured choices during periods of

distress

Visual Timer

Helpful Strategies

Firm, deep pressure touch Alternative work positions Communication (simplify language,

gestures, pause) Social Stories (short verbal scripts for

frequently occurring cues or situations) Slow down the interaction/ attempt to “matc

h” the student’s speed of interaction

More Strategies

Be prepared, have a plan!! Be observant!! Learn the subtle cues of a

“build up” that a child is giving you Less is more… talk less to students and

other staff. Relaxation and breathing techniques