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Sensory Processing

Sensory Processing. Sensory Tool Kit. Sensory Tool Kit. Rhonda Kelley, OTR Brandy Tudor, COTA. What is Sensory Processing?. Sensory processing refers to how the brain takes in information from the sensory systems The brain registers, interprets and uses this information to

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Sensory Processing

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  1. Sensory Processing Sensory Tool Kit Sensory Tool Kit Rhonda Kelley, OTR Brandy Tudor, COTA

  2. What is Sensory Processing? • Sensory processing refers to how the brain takes in information from the sensory systems • The brain registers, interprets and uses this information to • Screen or ignore the sensory stimuli • Notice it and respond to the stimuli • Habituate the stimuli • We need sensory input for our brain to develop and continue to function properly

  3. Sensory Systems • Tactile (touch) • Vestibular (balance & movement) • Proprioception (body awareness; muscles and joints) • Visual (sight) • Auditory (hearing) • Gustatory (taste) • Olfactory (smell) Page 2 of Handouts

  4. What is Sensory Regulation? • Regulation allows us to focus on what is important • A well regulated student is able to notice relevant stimuli and filter out unimportant stimuli • Emotions and behavior reflect appropriate responses to the situation rather than to the environment • Regulation Disorder • The brain has difficulty with determining what is important. It is difficult to organize the environmental stimuli.

  5. Sensory Processing Deficits: • Limit one’s productivity • Limit one’s enjoyment and participation • May result in poor self-esteem • Cause avoidance behaviors • Cause unexplained outbursts • Decreases social skills & participation in play • Cause difficulty with life skills at home & school • Anxiety • Poor attention • Poor regulation of reactions to others • Poor motor skills development

  6. Types of Sensory Processing Difficulties Sensory Avoider Sensory Seeker Sensory Sensitive Under Responder Page 5 of Handouts

  7. Just RightSensory Strategies Sensory Tool Kit

  8. Sensory Strategies • Implement a Sensory Diet • Use proprioceptive input – “magic pill” for sensory regulation • Heavy work stimulates the brain to bring arousal to a normal level • Heavy resistance against muscles invokes a quick calm and increases body awareness to help the student feel more grounded • Helps the student feel “just right” • Effects can last from 90 minutes to 2 hours • Use vestibular input – can have alerting or calming effects depending on the type of movement involved • Fast movement – alerting • Slow, rhythmical movement – calming • Avoid spinning • Use pressure touch – can have a calming effect • Soothing – slow, continuous, steady, prolonged • Exciting – fast, intermittent, vibratory • Use deep pressure • Inhibits tactile defensiveness (over responsiveness) • Can produce a calming effect

  9. Sensory Diets • A planned, scheduled activity program to specifically meet the needs of the student’s nervous system • The purpose is to bring them to a “just right state” to be ready for learning • The schedule is individualized to the student’s school schedule • Need at least 10 minutes of moderate activity to increase serotonin and the effect could last up to 2 hours • Not a cure all for behavior but you can meet the sensory needs while addressing the behavior

  10. Heavy Work • Walking, running, jumping, rolling • Doing chair or wall push-ups • Erasing boards • Chewing/crunching/sucking • Crawling (tunnels/obstacles) • Jumping on trampoline • Stacking chairs • Wearing a weighted vest* • Wearing a weighted backpack • Carrying crate with books Weighted Vest *Only use weight up to 10% of child’s body weight. Child only wears the vest for 20-40 minutes.

  11. Student Scenarios Sensory Tool Kit

  12. Student A Sensory Avoider • Difficulty with sitting still during carpet time • Continually making noises • Avoids certain centers • Chews on coat and other things • Difficulty in music class • Does well on the playground Sensory Seeker

  13. Sitting still during carpet time • Choose 1-2 heavy work activities before going to carpet time • Use weighted item in lap or on shoulders • Sit on shag carpet square or disco sit • Alternative seating (bean bag, cube chair, rocker) • Continually makes noises / chews on items • Blow bubbles, kazoo, harmonica before carpet time • Chew on candy (Starbursts, gummy bear) • Drink through a straw / water bottle • Sing silly songs with mouth movements Strategies

  14. Avoids certain centers • Heavy work activity before going to non-preferred center • Count down with timer • Cue to start / cue to stop (warning) • Use a transition item (sticker) • Difficulty in music class • Change placement in class; sit by friend • Cue to start / cue to stop / transition item • Wear headphones (if bothered by loud noise) Strategies

  15. Does well on the playground • Do not use playground as a punishment • Observe him to see what he is seeking and use it during the day • Transition Activities • Notify in advance / visual schedule • Push or carry heavy object to new activity • Skip, hop, dance • Compression on shoulders • Use a clapping or rhythmic beating to signify change • Sing a song Strategies

  16. Student B Under Responder • Sleepy during the day • Inattention / difficulty sustaining attention • Easily frustrated Sensory Sensitive

  17. Sleepy during the day • Alerting activities (jumping, walking, chair push-ups) • Wash hands • Chew on candy or chewy tube • Inattention / difficulty sustaining attention • Bring attention to task (bright colors; highlight edge of paper; add stickers) • Fast rhythmic music • Break large tasks into smaller steps • Heavy work activity before starting task Strategies

  18. Easily frustrated • Heavy pressure / shoulder compression to calm down • Complete tasks in small steps • Clear beginning and an end to task • Continue with puzzle piece strategy Strategies

  19. REMINDERS Praise Effort – Not performance Replace - Don’t Extinguish Behaviors Do not take away recess Be a Detective – Try to find out what the student needs Their behavior is a way of communication

  20. Resources http://dsaundersot.webs.com/The%20Importance%20of%20Sensory%20Processing.pdf Sensory Tool Kit

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