Sensory Processing Disorder

Sensory Processing

Disorder

Part Two: Training Activities

Edited by Cindy Croft

Moria Malat Gallagher, OTR/L

Priscilla Weigel, Early Childhood Consultant

Center for Inclusive Child Care © 2005

1. Sensory Motor Breaks

Purpose Increase the participant’s understanding of sensory inputand how it can calm, alert, organize, or cause anxietydepending on the person and the input.

Outcome Participants will experience firsthand a variety of sensoryexperiences and their effect on their own behavior.

Time Five-minute segments throughout the short informationalbackground lecture.

Training Method Large group activity and individual lecture

Materials Popcorn, crunchy or chewy snacks—pretzels, carrots,celery, apples, nuts, fruit leather, beef jerky.Prepared lecture on any topic.

Source Amy Matthews, OTR/L

Activity

Sensory Processing Disorder 17


1. Sensory Motor Breaks

1. Prepare a short lecture on any topic.2. During the lecture, have the participants take the sensory motor breaks described

below. 3. When they have completed each one have them share with a neighbor or the

group the answers to the following questions:

1. Did you notice a difference in the way you feel?2. How could you incorporate this into your child care setting?

Sensory Breaks

Sensory Motor Break #1Chair push-ups

Activity involves sitting on a chair, placing hands on the outside edge of the chairand pushing your body up. Remember to try to use your arms for this one, don’tpush off the ground with your legs.

This break is calming, alerting, and organizing to your sensory systems.

Sensory Motor Break #2Crunchy and chewy snacks

Allow the participants to choose from a variety of snacks:pretzels, carrots, celery, apples, nuts, beef jerky, fruit leather.

This break causes alertness because the speed of action of the chewing is organizingand alerting.

Steps forConducting

Activity



Sensory Motor Break #3With open palms, push your hands together. Hands and forearms—at the middle ofyour chest. You should look like a magic genie. Take in 3 deep breaths—in throughyour nose and out through your mouth.

This break gives you great proprioceptive input and “wakes up” your joints and mus-cles.

Key Points 1. We all process sensory input differently.

2. The input that comes into our sensory systems can make adifference in how we feel.

3. There are simple ways to incorporate breaks into the dailyroutine that allow children with sensory issues to besuccessful.



2. Sensory-Motor PersonalInventory for Adults

Purpose To help adults recognize what strategies their own nervous systems employ to attain an appropriate state of alertness and to identify personal sensitivities

Outcome Participants will identify the items on the checklist that theyuse to increase or decrease their state of alertness or have sensitivities toward.

Training Method Individual activity.

Materials Copy of Sensory-Motor Personal Inventory for eachparticipant.

Activity



2. Sensory-Motor PersonalInventory for Adults

1. Give each participant a copy of inventory.

2. Read directions out loud.

3. Discuss with audience what they discovered about their personal sensory needs.

4. Close with Key Points.

Steps forConducting

Activity



Key Points 1. We all have different ways of alerting our own sensorysystems.

2. Adults have developed the tools to stay focused when itis necessary to process sensory input.

3. Children need our assistance in making sense of the

world around them and in developing appropriatecoping skills to process the sensory input they areexperiencing.



SENSORY-MOTOR PREFERENCE INVENTORY

DIRECTIONS: This checklist was developed to help recognize what strategies the nervous systems employ to attain an appropriate state of alertness. This checklist can be done on yourself or a child you are monitoring. Mark the items below that increase ( ) or decrease ( ) the state of alertness. You might mark both an up and a down arrow on some items. Others you might not use at all. Mark S for items where there are sensitivities and add narrative comments for any items not listed. SOMETHING IN YOUR MOUTH (ORAL MOTOR INPUT): __drink a milkshake (straws) __chew gum __suck on hard candy __crunch on nuts/ pretzels/ chips __crunch or suck on ice pieces __bite on nails/c uticles __ tongue in cheek movements __eat popcorn/ cut up vegetables __ “chew” on pencil/p en __eat chips and spicy dip __take deep slow breaths __chew on buttons, collars __suck, lick, bite on your lips __whistle while you work __drink carbonated drink __drink coffee/t ea __drink hot cocoa/ warm milk __smoke cigarettes __eat a cold Popsicle __eat a pickle __other: Food textures that are aversive: ___________________________________________ Tastes that are aversive: _________________________________________________ MOVE (VESTIBULAR INPUT): __doodle while listening __sit with crossed legs and bounce slightly __rock in a rocking chair __run/j og __shift/ squirm in a chair __ride bike __push chair back on 2 legs __tap toe, heel, or foot __aerobic exercise __dance __isometrics/li ft weights __tap pencil/p en __rock own body slightly __yard work __scrub kitchen floor __stretch/ shake body parts __roll neck/h ead slowly __other: Motions that are sensitive: ______________________________________________ (e.g. elevators, carnival rides, etc.)



TOUCH (TACTILE INPUT): __twist on hair Fidget with the following: __move keys/coins in pocket __a straw __cool shower __ paper clips __warm bath __cuticle/nails __receive a massage __ pencil/pens __pet a dog or cat __earring or necklace __drum fingers or pencil on table __ phone cord while talking __rub gently on skin/clothes __ put fingers near mouth/eye/nose __other: Aversive Textures/ feelings: __________________________________________________ __ Tags in clothes __ Seams in socks __ Barefoot in the grass __ Barefoot in the sand LOOK (VISUAL INPUT): __open window shades after a boring How do you react to: movie in classroom __dim lighting __watch a fireplace __fluorescent lighting __watch fish tank __sunlight through bedroom window when sleeping __watch sunset/sunrise __a “cluttered” desk when needing to concentrate __watch “oil and water” toys SOUNDS __ Certain Pitches: ____________________ ___ Rock n Roll/ Loud Music __ Nature Sounds ___ Styrofoam __ Classical Music SMELLS Aversive Smells: _____________________________________________________________ Pleasing Smells: ______________________________________________________________

SENSORIMOTOR METHODS TO CHANGES ENGINE LEVELS Put something in your mouth. Oral motor input has a range of characteristics including:

a) Action Variables (what you do): Blowing, sucking, swallowing, biting, crunching, chewing or licking.

b) Quality Variables (how it feels or tastes): Physical feeling of resistance when biting, crunching, chewing, sucking, and blowing; the taste of sour, sweet, salty, spicy, or bitter; the temperature of food such as hot chocolate, cold Popsicle, or warm soup.

c) Medium Variables (with what?): Whistle, straw, bubbles, musical instrument, exercise water bottle, candy, beef jerky, fruit, crackers, pretzels, gum, bagels, popcorn, etc.



Move. Vestibular and proprioceptive inputs include:

a) Oscillation (up and down): Sitting on a teeter-totter, trotting on a horse, jumping, sitting and bouncing on a therapy ball, or jumping on a trampoline.

b) Linear (front and back): Swinging on a playground swing, rocking in a rocking chair or on a rocking horse.

c) Rotary (circles): Riding on a merry-go-round, using a Sit-n-Spin, standing and twirling. d) Inverted (upside down): Hanging by the knees on a playground bar with hands near the ground,

bending over with head between knees, “wheelbarrow” walking. e) Two types of proprioception (heavy work & crash and bump): meaning input into muscles,

tendons, and joints. Crossing the monkey bars, climbing a tree, pulling a sled uphill; jumping into pillows, tacking a player in football, driving bumper cars.

Touch. Tactile input variable include:

a) Fidgeting and holding objects such as Koosh balls, paper clips, stuffed animals. b) Temperature variables, such as warm baths, cool showers, snuggling under blankets. c) Light touch, such as tickling, light back scratch, petting an animal, sleeping under flannel sheets. d) Deep touch, such as playing with resistive clay, deep “bear hug”, deep massage.

Look. Visual input can include:

a) Variations in light (natural light versus artificial light, dim versus bright lighting.) b) Variations in color (walls painted a bright color versus a pastel color, or bulletin boards decorated

with bright or muted colors). c) Variations in the amount of visual distractions (cluttered room vs. sparse).

Listen. Auditory input can include:

a) Variations in noise level (loud music vs. quiet music, screaming vs. whispering). b) Variations in rhythm (fast vs. slow music, or arrhythmical vs. rhythmical music. c) Variations in amount of auditory distractions (quiet working environment vs. noisy working

environment, or sudden unexpected sounds vs. constant background noise such as a clock ticking.) Adapted from Therapy Works, Inc. Shellenberger, Williams. Permission to reprint for instructional use. 1994.



3. Positioned for Comfort

Purpose To give participants an understanding of the variouslearning styles and needs within a group.

Outcome: Participants will gain a greater awareness of the way oursensory systems and the sensory systems of children inour care are affected by physical position and changeswithin the environment.

Time: 10 minutes

Training Method: Large group

Materials: A slip of paper per person with a different body position on it.

Activity



3. Positioned for Comfort

1. Make copies of the handout Positioned for Comfort. Cut into strips so that thereis one position on each strip and place in an envelope. Add balloons to thoserequiring a balloon. Participants can blow up the balloon.

2. Pass each participant an envelope. Have the participants get into the position theywere given.

3. Announce to the participants that they must take notes on the following informa-tion. Trainer should begin presenting a short lecture. While trainer is talking havebackground music playing and lights flickering if possible. Trainer should changethe tone and decibel level of his or her voice as well. Do this for about three min-utes. Stop and ask participants what they recorded. How did they feel?


Key Points 1. Our learning and comprehension is affected by the waywe are seated or positioned and by what is going onaround us while we are trying to learn.

2. When planning an effective learning environment forchildren it is important to consider how the child willlearn best. This involves the content of the activity andthe appropriateness of the activity as well as how thechild is positioned physically.

Steps forConducting

Activity



Activity Handout: Positioned for Comfort

Sit on the floor with both legs out straight (knees too) in front of you.(If you have a bad back trade with your neighbor.)

Free standStand up, do not lean on anything, feet together.

Shoes offStand with one foot on balloon, other one on the floor.

Half kneelingPut one knee down on the floor, while your other leg has foot on the floor.

Stand with one foot on a chair.

Stand on your toes.

Stand at a tableTake notes with one hand-the other arm does not work(not even to hold the paper).

Stand with a balloon between your knees.



4. Sensory Overload

Purpose Increase the participant’s awareness of the environmentand its effects on their emotional and physical state.

Outcome Participants will discuss the places and spaces theyfrequent or avoid that send them into sensory overload.

Time 15 minutes

Training Method Small group to large group depending on the number ofparticipants.

Materials Chart PaperMarkers

Activity



4. Sensory Overload

1. Begin by having the participants get into pairs or groups of three. Make sure thateach group has paper and a pen. Have them discuss two questions with eachother.

1. What are some of the characteristics of a place that tends to make you feellike you are on “sensory overload?”

2. Which of your sensory systems are most affected by the environment you arethinking of?

2. Once the participants have had enough time to take turns discussing the twoquestions, come back to a large group and ask a few groups to share what theydetermined from their discussion.


Key Points 1. Different environments cause different reactions. It isimportant for us to realize how our sensory integrativefunctioning affects our reactions to different settings.

2. When we look at what affects us and why it affects us,it gives us a better understanding of what may affectthe children in our care.

3. Each child has a unique sensory system that causestheir behavior to change with the amount of sensorystimuli they encounter. This input may create anxietyor excitement. It may cause a child to shut down or revup. As caregivers we must be aware of the affects ofwhat we provide for children in the way of learningenvironments and assist them when concerns arise.

Steps forConducting

Activity



5. Setting up for Success

Purpose Increase the participant’s knowledge of how to meet thevarying sensory needs of the children they care for each day.

Outcome Participants will plan a care setting that will meet thevarying sensory needs of children.

Time 20 minutes

Training Method Small groupLarge group discussion

Materials Responsiveness ChartChild Care setting Planning Activity worksheet

Activity



5. Setting up for Success

1. Begin by dividing the group into small groups of 3–5 people.

2. Pass out the two handouts for the activity. Instruct the groups to refer to thehandouts.

3. Pass out the Child Care Setting Planning Sheet.

4. Instruct the groups to set up a care setting that will address all the sensorysystems. Have them organize their care setting in order to meet the needs ofchildren that may have a wide variety of sensory needs.

5. Encourage the groups to look at each sensory system description and incorporatean activity or area that would address a need in each system. When the groupshave completed their tasks ask for volunteers to share their plans for their caresettings.

6. Close with Key Points

Key Points 1. Practitioners must have an understanding of the sevensensory systems in order to meet the needs of childrenwith Sensory Processing Disorder (SPD).

2. This understanding needs to translate into the childcaresetting.

3. All children will benefit from a child care setting thatis organized in a way that seeks to meet the varied sen-sory needs of all individuals, children and adults in thesetting each day.

Steps forConducting

Activity



Activity Handout: Setting Up for Success

Child Care Setting Planning Worksheet

List the activities or environmental adaptations you would make to meet sensoryneeds in each area.

1. Sight (Visual)

2. Smell (Olfactory)

3. Taste (Gustatory)

4. Hearing (Auditory)

5. Tactile (Touch)

6. Proprioception (Muscle Sense)

7. Vestibular (Balance and Equilibrium)



Handout: Under and Over-responsiveness

Sense Under-responsive Over-responsive(sensory seeking) (sensory avoiding)

Sight (Visual) Likes flicking lights on and Distracted by visual stimulation.off and enjoys toys with lights. Bothered by bright sunlight

and lighting.

Smell (Olfactory) Likes to smell objects. Detects odors others do not.

Taste (Gustatory) Likes strong flavors. Likes bland foods.

Hearing (Auditory) Seeks noisy toys and loud music. Unable to pay attentionin a noisy room.

Touch (Tactile) Bites self, feels little pain Avoids touch, tags onclothes bother

Proprioceptive Hugs too hard. Avoids activities that(Muscle sense) require motor planning.

Vestibular Has no fear of falling, Avoids swinging or(Balance and equilibrium) loves spinning. riding activities.



Documents

Sensory Processing Disorder