REVIEW OF SENSORY PROCESSING AND PRACTICAL STRATEGIES FOR TEACHING SELF REGULATION

1. REVIEW OF SENSORY PROCESSING AND PRACTICAL STRATEGIES FOR TEACHING SELF REGULATION Lynn Fisher, OTR Pat Adler, OTA Paula Buege, District Parent Liaison

2. WHAT IS SENSORY INTEGRATION? • Sensory processing or sensory integration is a neurological process that occurs in all of us. • We constantly take in sensory information through our bodies from the world around us. As our brains organize or integrate this sensory information it becomes meaningful to us. • Normal sensory integration allows us to respond to the specific sensory input we receive automatically, efficiently and comfortably.

3. OUR SENSES AND BRAIN PLASTICITY • Sensations come into nerve endings in our body traveling to many areas of our brain. • Our brain compares each incoming sensation with other incoming sensations and then decides how to respond. • The brain is constantly evolving and capable of structural change until we die. • The more we challenge our brain by learning and doing the more connections and pathways our nervous system makes, from stringing beads to playing an instrument. • The more we repeat the new skill, the stronger the pathways in the brain become and the skill becomes automatic. • Intervention for sensory struggles can make a huge difference at any age.

4. EXAMPLE OF BRAIN PLASTICITY • Learning to play the guitar • When you first play a chord, a neural connection is made. • Each time you play the chord, the connection is facilitated. • Eventually, your fingers know how to play it without conscious thought • You have, in effect, remodeled your brain. (from Raising A Sensory Smart Child)

5. THE FAMILIAR SENSES We have 5 familiar senses that respond to sensory input from outside of our body. • Auditory (sound) -Information through the ears • Gustatory (taste) -Information through the mouth • Olfactory (smell) -Information through the nose • Visual-(seeing) -Information through the eyes • Tactile (touch) -Information through the hands & skin

6. THE HIDDEN SENSES We have 2 hidden senses that respond to sensory input inside our body. • Vestibular – Information about movement through the inner ear • Proprioceptive - Information from muscles, ligaments, and joints

7. THE TWO HIDDEN SENSES:VESTIBULAR AND PROPRIOCEPTIVE • We are not consciously aware of the hidden senses we cannot control them and we cannot see them • Along with the Tactile (touch) system, these 2 hidden senses are fundamental in laying the ground work for a child’s healthy development. • When the hidden senses operate automatically and efficiently a child is able to focus his eyes, ears and attention (familiar senses) to the task at hand.

8. NORMAL DEVELOPMENT OF SENSORY INTEGRATION IN INFANTS AND CHILDREN • The development of Sensory integration is similar to a child building with blocks • Each block rests on the building blocks under it. Level 1- Hidden senses (Proprioceptive & Vestibular) + Tactile Level 2- Perceptual Motor Foundations Level 3- Perceptual Motor Skills

9. From “Out of Sync Child”

10. WHAT IS SENSORY INTEGRATION DYSFUNCTION? The inability to take in, organize and respond to sensory information in a meaningful & appropriate way. Also called: • Sensory Integration Disorder • Sensory Processing Disorder • SI Dysfunction

11. From “Out of Sync Child”

12. WHAT DOES IT LOOK LIKE? • Some individuals may be overly sensitive, while others are under-responsive • Everyone processes sensory input differently and that’s okay. • What matters: when any sensory input is negatively impacting the child’s life & causing problems. An Occupational Therapist can guide programming to assist in alleviating the difficulties

13. WHAT DOES IT LOOK LIKE?What can we do about it? AUDITORY:Information through the ears (sound) • covers his/her ears during assemblies, gym and music classes, fire drills Strategies Ear phones or ear plugs Prior notice of fire drills Sitting away from speakers Bal-a-vis-x GUSTATORY:Information through the mouth (taste) • extremely picky eater • puts everything into the mouth Strategies Eight introductions Never force Teach safety and cleanliness; look first, ask second, and then insert

14. WHAT DOES IT LOOK LIKE?What can we do about it? OLFACTORY: Information through the nose (smells) • feels sick when strong smelling foods are served in the cafeteria • smells/sniffs everything they come into contact with Strategies Expand repertoire of smells VISUAL: Information through the eyes, including sight • squints because light seems too bright • trouble focusing on any one object or person/too many difficulties • eye tracking activities Strategies Bal-a-vis-x program Sun glasses or brimmed hats Lighting changes I see a…….. Seated in front of the classroom Rooms near and organized Double doodle activities

15. WHAT DOES IT LOOK LIKE?What can we do about it? TACTILE: Information through the layers of skin (touch) • doesn’t like glue, marker, or paint on their fingers or hands • does not like to be touched • child doesn’t notice food on their face Strategies Shaving cream, finger paints, play-doh, sand play, water play, two hands, hammer and nails, sandpaper, rolling out pizza, bread or cookie dough Brush with towel Scrubby Wash, brush, comb hair Big bear hugs often

16. WHAT DOES IT LOOK LIKE?What can we do about it? PROPRIOCEPTIVE: Information through the muscles and joints • looks clumsy • trouble learning new body movements Strategies for PROPRIOCEPTIVE/resistive activities: Crawling games Brain Gym program Bal-a-vis-x program What interests them? Break down into smaller steps

17. WHAT DOES IT LOOK LIKE?What can we do about it? VESTIBULAR:Information from movement • difficulty with motion, spinning, or swinging • craves motion, spinning, and swinging Strategies: Astronaut program Introduce activities slowly Never force a child Repeat an activity that they like Bal-a-vis-x with balance board

18. What happens when a child is distressed? • Brain powers down • Child can’t process: listen or think • May act out aggressively

19. WHAT TO DO? Strategies when in distress: Adult needs to introduce the strategy to teach/help child to regulate • Calm yourself- physiologically, mentally & emotionally (deep breaths) • Meet basic needs: Food, Hydration, Health, Sleep • Stop talking!!

20. WHAT TO DO? • Listen, and listen some more • Validate his/her feelings • Collaborative Problem Solving: involve the youth in the solution • Offer appreciations often

21. Preventative Sensory StrategiesGOAL: REMAIN REGULATED! When a child is regulated s/he will have an open mind, access rational thinking and be able to process & function Oral Input: • Chew Gum: Stride Winter Blue • Suck applesauce, yogurt or pudding through a straw • Blowing bubbles, harmonica or kazoo, singing, playing instrument, humming Proprioceptive & Vestibular Input: • Bounce, stomp, jumping, running, walking, spinning, clapping, punch bag • Provide naturally occurring job that involves heavy work: lifting, pushing, pulling, climbing stairs/hills, raking, digging, sweeping, wrestling, crashing • Deep pressure: bear hugs, steam rolling, body sack, brushing and joint compressions (Wilbarger), massage • Weighted blankets, vests, lap buddies (follow an Occupational Therapist’s recommendations) • Compression Suits/Body Armor

22. Preventative Sensory StrategiesGOAL: REMAIN REGULATED! When a child is regulated s/he will have an open mind, access rational thinking and be able to process & function • Rhythm calms; one beat per second is said to be the healthiest rhythm to slow down heart rate, speech & respiration to relax and calm. Beat on a drum one beat per second. • Swinging, rocking, walking, biking, running. • Yoga exercises, deep breathing, meditation • Play soft music, use white noise/fan or water/ocean waves. • Stroking or walking a pet • Dim the lights, use natural or full spectrum lighting • Turn off the TV and radio • Ask the child what he wants or needs (often he’s telling us and we aren’t listening).

23. SENSORY DIET • Patricia Wilbarger, an occupational therapist, coined the term. • A personalized schedule of sensory activities that gives your child the sensory fuel his/her body needs to get into an organized state and stay there. • Provides the sensory input necessary at regular intervals throughout the day to maintain appropriate arousal and sustain attention for each desired activity. (from Raising a Sensory Smart Child)

24. DEVELOPING A HOME SENSORY DIET • Work with an Occupational Therapist if possible. • Begin with observations, what behaviors are you seeing? • Look for patterns or differences in behavior in various environments & with different stimuli. • Begin to give the child the sensations they are needing in a safer, healthier way. • Long term goal is for child to self -regulate. • www.sensory-processing-disorder.com/sensory-diet.html

25. REFERENCES • Williams, M.S. & Shellenberger, S. (1996). How Does Your Engine Run? A Leader’s Guide to The Alert Program for Self-Regulation,Albuquerque, NM: Therapy Works, Inc. • Yack, E., Aquilla, P. & Sutton, S. (2004). Building Bridges Through Sensory Integration,Las Vegas, NV: Sensory Resources, LLC. • Miller, L.J. (2006). Sensational Kids, New York, NY: G.P. Putnam’s Sons. • Biel, L. & Peske, N. (2005). Raising a Sensory Smart Child, New York, NY: Penguin Books. • Kranowitz, C.S. (1989). The Out of Sync Child, New York, NY: The Berkley Publishing Group. • Cohen, I. & Goldsmith, M. (2000). Hands On, How to Use Brain Gym in the Classroom, Edu-Kinesthetics, Inc. • Dr. Ross Greene, Lost At School, Why Our Kids With Behavioral Challenges Are Falling Through the Cracks, and How We Can Help Them.