Sensory Issues across the day.

1. Sensory Issues across the day. Strategies for each environment Colleen T Patton OTR/L

2. Sensory Processing The ability to receive, process, and respond to sensory information from the environment and within our bodies. Sensory Processing and Integration is fundamental to all learning, movement, communication, and interaction with the world. Sensory processing skills are affected by the environment. Sensory processing skills are affected by and impact the stress levels of those with the disorder and their families. (Families find their own individual strategies to create a sense of homeostasis within their home and daily routines) Colleen T Patton OTR/L

3. Sensory Processing Disorder • Remember it is only a disorder when sensory processing interferes with a life function. Colleen T Patton OTR/L

4. Visual System Oral (Gustatory) System Olfactory System Proprioceptive System Auditory System Tactile System Vestibular System SensorySystems Colleen T Patton OTR/L

5. Hidden Sensory Systems • Proprioceptive System: provides a sense of orientation of one’s limbs, trunk and head in space. The absence of proprioception would necessitate looking at your feet when walking to prevent falling and looking at your hands when writing, grasping/manipulating objects, typing, reaching, etc. • Vestibular System: provides a sense of where the body is in space and in relation to the world around us. It can be thought of as the body’s compass and is located in the inner ear. Colleen T Patton OTR/L

6. What is modulation? • This is the ability to balance and regulate all of the sensory information we receive. • Self-regulation is the strategies we use to keep our nervous systems running at an even keel. • Most people within the Autism Spectrum and many with other ability differences struggle with modulation of sensory information and therefore have difficulty with self-regulation. • Some people over respond, some under-respond, and some seek sensory information to try and regulate their system. • Poor sensory modulation may lead to overload or a person being flat and not being engaged in their world. Colleen T Patton OTR/L

7. Sensory Subtypes - Seekers • Sensory Seekers seek out input, they create excitement and change and at times chaos. They are typically on the move and most likely somewhat noisy. • They have a high threshold and seek input to meet this need. • Seekers benefit from intense inputs. Look for ways to incorporate heavy work into the day. Look for ways to add novelty to activities. Colleen T Patton OTR/L

8. Sensory Subtypes - Avoiders • Sensory avoiders create routines to try to limit their sensory experiences. When the routine does not go as they expect, they may act out to avoid an undesired sensory experience. • They have a low threshold and actively try to avoid input. • Avoiders may be viewed as rigid and uncooperative. • Set up routines within the day and give a warning when things are going to change. • Provide deep pressure inputs to help calm the nervous system. Colleen T Patton OTR/L

9. Sensory Subtypes – Sensitive Types • People who are considered sensitive types, also have many sensory sensitivities like avoiders. They notice all the details about things and are easily distracted by sensations around them. • They have a low threshold and passive sensory regulation. • They kind of let things happen even when not completely comfortable with it, until they hit a certain point. • Structured activities are very beneficial. Teach ways to be aware of sensory needs and ways to appropriately request a change. Provide calming activities. Do not force participation in sensory experiences. Colleen T Patton OTR/L

10. Sensory Subtypes – Bystanders or Low registration • Bystanders appear to be very easy going or disconnected. They may miss salient sensory information. • They have a high threshold and are passive about gaining input. • Bystanders need clear and concise information to register and respond. • This is quite common with children who are low tone. Movement and deep pressure activities can help to activate and alert the nervous system Colleen T Patton OTR/L

11. What is Sensory Overload? This happens when a person is unable to regulate their nervous system and/or they are functioning at a level of high anxiety, frustration, or high stress. Overload may look like a complete meltdown, silly giddiness, shutting down, or escaping. Colleen T Patton OTR/L

12. Common signs that may indicate sensory overload is eminent • Child may get louder or voice tone/quality may change • Verbal skills may decrease • Fidgeting, noises, or moving about may increase • Talking out may increase • Attention and Participation may decrease Colleen T Patton OTR/L

13. Common signs that may indicate sensory overload is eminent • Child may protest when asked to perform • Child may refuse to participate in everyday tasks • Child may appear less focused or interactive • Child may cover head or ears with hands Colleen T Patton OTR/L

14. Behaviors • Require detective work and ongoing observation and analysis. • Look at the environment. What is going on that may be causing sensory overload/behavioral reactions. • Go through the various sensory systems. Can you accommodate by changing the environment to decrease/increase sensory information. • Respect and accept what the student tells you whether verbally or non-verbally. Colleen T Patton OTR/L

15. General ideas for home • Provide a safe zone based on child’s age and needs. • Set up a calm down plan and practice when your child’s nervous system is calm and settled. Colleen T Patton OTR/L

16. Rules of Thumb. • Never force child to participate in a sensory-based task. • Take time to observe what the child seeks out and what they avoid. • Use consistent language when you see your child struggling with self-regulation. (i.e. “ You look like your body is going to fast.”“You look like you need a break to get your body ready to _____.”“You look like your body is running too slow.”) Colleen T Patton OTR/L

17. Rules of Thumb cont. • When a person’s nervous system is running too fast, look to provide some heavy work or deep pressure input. Deep pressure input is calming to the nervous system. • When a person’s nervous system is running too low and slow, alerting activities generally increase their level of alertness. Movement input paired with heavy work is quite effective for most people. Colleen T Patton OTR/L

18. Morning Routines • Start the day with a set routine that matches your child’s need. • Use soft light/music to awaken or the opposite for slow movers. Colleen T Patton OTR/L

19. Grooming Tasks • Give deep pressure input by wrapping in a towel before an after a bath. • Try a vibrating toothbrush. • Use various textured, scented body scrubs, lotions, loofahs, sponges. • Set up and establish routines that will make sense even as the child ages. Colleen T Patton OTR/L

20. Meal Times • Build in heavy work or movement prior to having to sit. Have your child help prepare food and carry heavy items to table. • Try various chair options. • Allow movement in and about chair. • Give deep pressure with a weighted bean bag. • Use strong taste or the opposite as needed. (lemon is alerting, as is spicy foods) • Use crunchy foods or resistive sucking to help organize and calm the nervous system Colleen T Patton OTR/L

21. Homework • Set a routine • Build in movement break prior to or during homework time. • Remember your child’s sensory preference my be different from yours. They may focus more with novel sensory around them (seekers). They may focus better when it is quiet. • Use oral inputs to help organize and focus. Colleen T Patton OTR/L

22. Shopping • Give your child a list and have them find the item on the list. • Shop at less congested times. • Have them carry a heavy backpack for deep pressure input. Colleen T Patton OTR/L

23. Restaurants • Bring a backpack with various activities. • Bring a weighted lap desk or pad. • Wear under-armor shirts or other clothes that are hugging to the body. • Match the restaurant to your child temperament and sensory processing style Colleen T Patton OTR/L

24. Family gatherings • Experiment with arriving first or last. • Set up a safe zone or cue as to when things are becoming too much. • Provide heavy work tasks prior to a challenging event. • Pressure clothes. • Weighted backpack or toys Colleen T Patton OTR/L

25. Bedtime • Establish a routine and stick to it as best you can. • Provide heavy blankets, pillows to burrow under to calm the system. • Play calming music. • Have white noise going all night. Colleen T Patton OTR/L