Creating the Optimal Sensory Diet for the Classroom

1. CreatingtheOptimalSensoryDietfortheClassroom Sensory Strategies for the Classroom Do not use or distribute without written permission.

2. Video https://www.youtube.com/watch?v=lTMLzXzgB_s Do not use or distribute without written permission.

3. The Environment: VisualSource: National Standards for Autism • Classroom lighting: • Fluorescent lights are regularly checked and changed. (Flickering lights can be very disturbing.) • The effects of light coming into the room through blinds and creating distracting patterns are minimized • Light reflecting on objects such as metal or shiny surfaces in the classroom is minimized. • The classroom is orderly and not cluttered so that pupils can make sense of the environment. • The impact of wall displays is considered. (Busy and cluttered wall displays can be distracting). • Designated areas for specific activities to give clarity to the classroom organization. • Pupils have the opportunity to work at a workstation to focus their attention, if necessary Do not use or distribute without written permission.

4. The Environment: Auditory • Soundsfromclassroomequipmentarekeptto a minimum. • Televisions, videos, audiosystems, lights and computersareswitchedoffwhennot in usetoavoid a mainshum. • Strategies in placetoreducenoisewhenroomsare in use. • Classroomsarecarpetedto lessen noisecreatedbythemovement of people, chairs and desks. • The acoustics of thegym, dining hall and hall arechecked and modifiedto lessen echo • Hallwaysarecarpetedto lessen thenoisecreatedbymovementthroughthecorridors. Do not use or distribute without written permission.

5. More on Auditory • Sounds from outside the classroom do not cause problems within classrooms. • Windows are suitably soundproofed so that the noise of passing traffic is not a nuisance • There are agreed strategies in place when noise becomes too much for individual pupils. • There is a quiet room available which provides a calm place for pupils to relax. • Pupils are warned if a loud noise or bell is going to sound. • Strategies are put in place to support pupils who find loud noises or fire bells very difficult to tolerate. Do not use or distribute without written permission.

6. The Environment: Smell • Smells within the classroom are kept to a minimum. • The smell of paints, glue, clay and cleaning fluids is minimal. • Staff are aware that the smell of perfumes and deodorants may be distressing. • Staff are aware that pupils may react to the smell of others. • Smells from outside the classroom are monitored and reduced, where possible • Alternative toileting arrangements are allowed (e.g. possible use of staff or disabled toilets). • The smell of cooking from the cafeteria or food technology rooms is reduced. Do not use or distribute without written permission.

7. The Environment: Tactile • Uncomfortable clothing (seams, inflexible or itchy fabrics) is avoided, where possible, unless there are safety issues • Variations of the school uniform offer enough flexibility to enable pupils to be able to wear clothing they find comfortable. • Willingness of the school to adapt the school uniform (e.g. wear a sweatshirt, a necktie loosely or one that pins on). • Alternative arrangements are made for pupils who find writing to be physically painful or difficult. • Willingness of the school to allow some work or homework to be typed. • Possible use of an ‘Alpha Smart’, IPad or laptop for written work • Seating is comfortable. • Padding is used to make hard chairs more comfortable. • Pupils are allowed to sit on carpet squares if the floor is not carpeted. Do not use or distribute without written permission.

8. Environment: General Sensory • Pupils are encouraged to let others know if they are finding a sensory aspect of the environment distressing. • Pupils know that they can speak to someone about concerns. • Pupils have a designated person or mentor to talk to. • Pupils are relaxed when moving through corridors. (Pupils can become anxious in busy corridors due to noise, dislike of crowds and worry about being touched). • Pupils are allowed to leave the classroom slightly earlier or later than peers to avoid noisy corridors/ crowds. • Classroom organization takes into account the individual needs of pupils. • Classroom organization and individual seating plan takes into consideration individual sensory concerns (e.g. A pupil with a fascination with light reflection does not sit by the window). • Pupils who become anxious by the close proximity of others are allowed ample space around their seat Do not use or distribute without written permission.

9. More on General Sensory • Dinner halls and queuing systems do not cause distress (due to the noise levels, smells and crowds). • Pupils are allowed to enter the dinner hall before or after peers to avoid queuing and crowds. • An adult or buddy may escort a pupil to and within the dinner hall. • A system of support is available for pupils experiencing sensory overload. • Learning breaks are allowed when necessary • There is a designated place and a clear system/routine for pupils to follow if they feel they need to withdraw due to sensory overload to ‘chill out.’ Do not use or distribute without written permission.

10. IEP Special Needs Instructions 1. Develop routines and stick to them. Morning routines can involve unpacking a backpack, planning homework into correct bins, putting away items needed for the day, sitting at the desk, and starting on morning work. Maintain a consistent routine. 2. Develop routines for different parts of the student's day. Social stories, picture schedules, story stones, and physical routing minders can help. 3. Use a simple Schoolwork Folder system. Create a system for paperwork that needs to come back to school and what can stay at home. A simple 2 pocket folders works best fort his. Adding extra pages or parts to the folder creates too much visual input. Add a bright sticker to one pocket for" Keep at Home" and a bright sticker for the pocket to "Bring Back". A plastic folder is more durable. Older students can use color coded folders for each subject. 4. Clear document folders in different colors can be used to coordinate with each subject's color. 5. Create a container system for lockers. Use one container for hat, gloves, scarf, and one container for books. The container can be emptied into the backpack at the end of the day. Add pictures to the locker for a visual cue for where the coat, lunchbox, and backpack should hang. Add shelves if needed. Do not use or distribute without written permission.

11. IEP Special Needs Instructions: Continued 6. Picture Symbols. A visual cue is a great way to break down tasks. Create a series of pictures for desk morning tasks, lunch tasks, or end-of-the-day tasks. Pictures can be printed off in a strip and the strips replaced as the day goes by. 7. Use checklists. Make checklists that the student can mark off tasks as they are completed. Using a check list is a great way to incorporate handwriting skills into the routine. Marking a check mark or "x” in a small box allows for precision of motor movements. 8. Eliminate dropping of the pencil. Students with organizational problems often times have difficulty with fidgeting, sensory issues, fine motor skills, attention. Dropping the pencil can create a break in attention that allows for further disorganization. Tie the pencil to the desk to prevent dropping: Tie a string to the eraser end of the pencil and tie the end of the string to a suction cup . Attach the suction cup to the desk surface. 9. Homework assignments should be written in the same place on the blackboard each day. 10. Allow time at the beginning of the class or day instead of at the end to write down that day's homework. Do not use or distribute without written permission.

12. IEP Special Needs Instructions: Continued 11. Teachers can sign off in an assignment book after the student writes down the day's homework. Provide a space for parent sign-off after homework has been completed. 12. Reward systems. Set up an incentive or reward system for appropriate organization of folders, backpack, locker, or homework completion. These can be tailored to the student's interests. 13. Use a second set of text books at home to eliminate the need to bring books back and forth between school and home. 14. Break long term projects into smaller tasks with deadlines.  15. Color code notebooks, folders, book covers, and workbooks. Books and notebooks can use prefabricated book covers or you can use colored paper to create book covers in a variety of colors. Add a small colored dot on homework assignments that correspond with the color of the subject's book. Use markers or small stickers to color code homework. 16. Use a zippered pouch for pencils, erasers, calculators, etc. in the backpack. This will reduce the items "floating around "in the backpack. 17. Parents can be provided with a small list of students in the class that can help with homework assignment questions. These students or parents can be called if there are questions about assignments. Do not use or distribute without written permission.

13. IEP Special Needs Instructions: Continued 18. Place a checklist of what needs to be brought home each day in the locker or in the desk. 19. Use a monthly calendar to keep track of long-term assignments and weekly classes like gym or library. 20. Develop a written contract of organization tasks with the student, teacher, and parent, along with choices for the student. 21. Mailed homework. The parents would need to provide a self-addressed, stamped envelope and the teacher can mail the next few week's homework assignments. 22. Clear plastic, gallon-sized bags in the backpack to hold items like gloves, gym clothes, etc. 23. Email parent permission slips. 24. Breakdown worksheets by folding the paper into sections that can be completed before moving on to the next section. 25. Reduce distractions in the classroom to prevent distractibility: place desk away from windows, doors, and the pencil sharpener. 26. Provide concise and concrete directions. Do not use or distribute without written permission.

14. IEP Special Needs Instructions: Continued 27. Use a classroom peer as an organizing mentor. 28. Provide a daily class checklist. 29. Mark pages in a book or workbook with a paperclip so that the student can turn to the correct page more easily and quickly. 30. Help the student clear their desk of all items except the items they should be using. Work on getting the student to be independent in this task by using visual and verbal cues. Provide a 10 second "Clear Off” time before starting a new task to allow time for the student to clear his work space. 31. Turn in completed assignments immediately and provide a space for completed work with clear label. A bin, file, or tray works nicely for this. 32. Mark off spaces inside the desk for items like books and pencil box using masking tape. The items should be "parked” in their correct space unless they are being used. 33. Provide a low cardboard box inside desks with compartments for organizing supplies. 34. Provide a clear plastic bin or shelf for the student's items instead of using a desk or locker. Do not use or distribute without written permission.

15. IEP Special Needs Instructions: Continued 35. Use a triangular pencil grip to keep pencils from rolling off desks. 36. Provide Velcro for students to attach their pencil to the desk surface or inside the desk. 37. Try an eraser ring to prevent losing large erasers inside desks. 38. Use a kneadable eraser. It can be stuck inside the desk when not in use and makes a great fidget toy. 39. Use a digital clock in the classroom or timers for competing tasks. 40. Conduct daily, weekly, and monthly clean-ups of desk, locker, and backpack. 41. At the end of the day, help the student prepare his work space fort he next day. 42. Provide a small movement break between tasks. 43. Allow for self-monitoring of systems. 44. Provide tools for fidgeting. 45. Try using an Impulse Control Journal. Do not use or distribute without written permission.

16. Fidgets for Fidgiters • Pipe Cleaners with Beads • Play Dough / Thera Putty • Balloons filled with playdough, rice, slime • Plastic Straw • Koosh Ball • Stress Ball • Bean bag • Beanie Baby • Soft toy • Bendable toys Do not use or distribute without written permission.

17. Seated Supports • Cushions: Inflated, inclined, foam • Inner tubes • Therapy Balls • Standing desks • Large floor pillows • Camp chairs • Standing at an easel • Body Pillow • Rocking Chair • Swivel Chairs • Carpet Squares • Scooter board under feet Do not use or distribute without written permission.

18. Self Regulation Tools • Relaxation Exercises • Egg roll • Schedules • Warnings before transitions • Slower pacing of instruction and activities • The Alert Program • Red / Green Light Game • Self Monitoring Strategies • Deep breathing exercises • Oral activities Do not use or distribute without written permission.

19. Putting the Brakes on! • Increase space between children • Movement breaks • Predictive schedule with exercise in change • “Relax and Draw” time in schedule – shut the blinds, close the door • Arm Stretches • Water bottles with coffee stirrer as straw • Sound minimizing headphones • Wall and Chair Push-ups • Erase the chalk / white board • Gum during test taking • Place chairs on carpet squares • Chewy snacks • Body squeezes • Weighted items Do not use or distribute without written permission.

20. Sensory Diet Guidelines • Prescription (justlikemedicine) • Times willdependondailyschedule, butusuallyevery 90 minutes • Tryfor less invasivefirst • Has tochangeevery 2 to 4 weeks Do not use or distribute without written permission.

21. Sensory Defensiveness • Good to start and end thedaywith deep tactilemassage • Atleast 20 minutes, preferably 30 minutes • Handon body withtotalattentiononthechild • No lighttouch, has to be deep • Notfaststrokes, go slow and reallygetinto it. • Auditorydefensiveness – classical Mozart in background during focusedtaskactivities • Deep pressureactivityevery 90 minutes, chairpush –ups, squeezinghandstogether • Oral Motor activitiessuchassuckingthroughthincoffeestrawwill be more calmingtothesystem • Chewinggum, thethicker, thebetter is quitecalmingtothesystem • Smell of lavender is calming and wellusedatbedtime Do not use or distribute without written permission.

22. Gravitational Insecurity • Good to start and end thedaywith deep tactilemassage • Weighted lap buddies, ankleweightsforseatedfocusedactivities – worksforfirst 20 minutes, thenremove – careful of weightedvestswhenposturalcontrol is weak • Wearinglycraclothingunderneathclothes • Movementactivitiesthatincorporate deep pressuretoenhance body awareness. Do not use or distribute without written permission.

23. Under-responsiveness to Sensation • Good to start and end thedaywith deep tactilemassage • Vigorousactivityfor 3-5 minutesevery 90 minutes • Couldmake it a classroomactivityasallkidscanuse it. • Suckingonsourcandy, sourjuice • Mint aroma alertsthesystem • Vigoroushandbrushingbeforefine motor activities Do not use or distribute without written permission.

24. Somatosensory System • Good to start and end thedaywith deep tactilemassage • Theraband aroundschoolchairtoprovideresistanceforfeet • Teachingwithmultimediasuchasclayletters, drawing in sand, gel, shavingcream • Availability of sensorygym, lying in theballsfor 3 to 5 minutes • Posturalcontrolactivitiessuchas body in supineonmat, doingsitupsorrollinguplike and eggwitharmsacrosslegs in seatedpositiononfloor. • Suckingactivitiessuchaslollipops, havetoprovidepressure in oralarea • Vibratingtoothbrush • Deep thumpermassagerfor no more than 3 minutes, especiallyonsoles of feet Do not use or distribute without written permission.

25. Vestibular System • Good to start and end thedaywith deep tactilemassage • Movementactivities • Accept standing up during worktime • Someliketolie in pronepositionwhenreading • Posturalcontrolactivitiesthatincludeposturalextension • Wheelbarrowwalk Do not use or distribute without written permission.

26. Visual System • 4 pointkneelingpositionwithstationary and ormovingvisualtargets • After 20 minuteson computer ornear-pointwork rest eyesbyfocusingon far distancesuchas out of a window • Usenaturallightingratherthanfluorescentlighting • Coloredoverlays during reading • Spot thedifferenceactivities • Search-a-wordgames Do not use or distribute without written permission.

27. Auditory System • Good to start and end thedaywith deep tactilemassage • Mozart Effect (Don Campbell) – set of 4 CD’s • Metronome beat • Clapping, stompingfeet during musicactivity • FM Systems? • Reading aloud • Forbrain Do not use or distribute without written permission.

28. Oral / Olfactory System • Good to start and end thedaywith deep tactilemassage • Chewytubes • Chewynecklaces • Mint forarousal, lavenderforcalming • Sourforarousal • Mouthnoises • Breathingthroughnoseforcalming, breathingopenmouthforalerting Do not use or distribute without written permission.

29. Maude Le Roux, OTR/L, SIPT, IMC Websites https://maudeleroux.com/ Facebook https://www.facebook.com/ATAMaudeLerouxOT/ LinkedIn https://www.linkedin.com/company/a-total-approach Blog http://www.maude-leroux.com/ Do not use or distribute without written permission.