Sensory Integration and Self-Regulation in the Classroom

1. Sensory Integration and Self-Regulation in the Classroom Jeanette McNalty B.Sc., M.Sc. (OT), OT Reg. (Sask) Occupational Therapist June 2018

2. Sensory Systems • How many senses do we have? • There are _____ senses that help us to process and interpret input from the world: • _______ • _______ • _______ • _______ • _______ • _______ • _______

4. Sensory Processing/Integration • Theory and technique developed by Jean Ayres (Psychologist and Occupational Therapist) • The ability to take in information through our senses, put it together with prior information, memories and knowledge stored in the brain, and make a meaningful response • Complex process that occurs in the Central Nervous System, generally with little conscious attention or effort. • https://www.youtube.com/watch?v=1_Iuj8dr9oY

5. How the Senses Integrate • Registration (something is touching me) • Orientation (it is touching my hand) • Interpretation (a finger is touching my hand lightly and it tickles) • Organization of Response (I will withdraw my hand) • Executing Response (move hand away)

7. Sensory Modulation • Modulation is the process of increasing or reducing neural activity to keep that activity in harmony with all the other functions of the nervous system (Ayres, 1979) • Efficient sensory modulation is the ability to effectively regulate the degree to which one is influenced by various sensory inputs (North Shore Pediatric Therapy, 2014)

8. Sensory Modulation • Efficient sensory modulation allows the central nervous system to regulate such things as attention and activity level by enabling one to attend to important stimuli, filter out irrelevant stimuli and modify the amount of stimulation one is exposed to. • Healthy sensory modulation occurs automatically, unconsciously and without effort in normally developing children • Children with sensory modulation disorders will also often have difficulty with emotional/behaviouralregulation (North Shore Pediatric Therapy, 2014)

9. Sensory Modulation Difficulties

12. Arousal • Arousal described how ALERT one feels • To attend, concentrate and perform tasks, one’s nervous system must be in an optimal state of arousal • Calm-alert state is optimal for learning • Different activities require different levels of arousal

13. Different activities require different states of arousal (ex. playing tag versus reading a book) Therefore, students continually need to change their level of arousal depending on the needs of the activity they are engaging in The easiest way to change one’s arousal level is through sensory input Optimal Level of Arousal

15. Levels of Arousal

16. Types of Learners • Tigger: • Constantly moving • Standing, kneeling, wandering around room • Not focused • Pooh: • Attentive • Ready to learn • Regulated • Eeyore: • Slow • Lethargic • Decreased motivation

18. Motor Planning (Praxis) • Your ability to think about and plan your actions in order to complete a novel task • Incoming sensory stimuli must be correctly integrated in order to form the basis for appropriate, coordinated motor responses • Sensory-based motor difficulties (sometimes called dyspraxia) are caused by interruption in the communication between the brain and the body resulting in difficulty completing movements in a smooth, coordinated way

20. Self-Regulation • The ability to manage your own energy states, emotions, behaviours and attention, in ways that are socially acceptable and help achieve positive goals • The ability to attain, maintain and change arousal levels appropriate for the task or situation

21. Self-Regulation • The ability to self-regulate is a result of a combination of 5 factors: • Biology (temperament) • Emotion regulation • Cognitive factors (ability to sustain attention, inhibit impulses, deal with frustration or distractions) • Social (ability to develop and use socially-acceptable behaviours • Moral (empathy and values)

22. Why is Self-Regulation Important?

23. Why is Self-Regulation Important? • Problems with self-regulation in early development can be a risk factor for: • Developmental disorders • Internalizing/externalizing problems • Personality disorders • Memory disorders • Risky behaviours • Addictions • Obesity

24. Self-Reg. and Executive Functions • Enhancing self-regulation serves as a critical foundation for the effectiveness of executive functions • Essentially, the more regulated a child is the better they can develop or exercise executive functions

25. Self-Reg. in the Classroom • The classroom is changing shape to meet the needs of learners in their efforts to self-regulate. More and more “non-traditional” learning spaces are emerging, and kids are accessing the right space at the right time to “up-regulate” or “down-regulate” so they can be productive learners – calm, focused and alert. Productive Learner

26. Self-Regulation in the News http://globalnews.ca/news/3068375/more-than-chairs-how-alberta-classrooms-are-going-outside-the-box-to-engage-kids/

27. Approaches to Self-Regulation

28. Use All the Senses! Sensory Supports Alerting (for Eeyores) Calming (for Tiggers) Mild pleasant fragrances Natural and dim lighting Flickering candle or campfire Fish swimming, lava lamps Soft, slow, rhythmic music Familiar soft background noise (fan) Humming, singing softly/breathing exercises Sweet hard candies/lollipop Sweet mildly flavoured warm drinks Firm touch on shoulder Lap animal/pad Stress ball/clay/theraputty Smooth stones rubbed in hands/worry beads Chewing gum Pushing hand together/against wall/chair push-up Lifting/carrying/pushing/kneel stands Slow Rocking/swinging Walking/slow head rolls Bouncing lightly/sitting on something hard • Strong fragrances • Artificial or bright lighting • Complex visual image • Rapidly changing patterns of light • Strobe or flashing lights/video games • Offbeat, loud quick paced music • Unfamiliar background noise (alarm clock) • Singing loudly • Strong, spicy, sour or bitter food • Lemon drops/peppermints/cinnamon candies • Tickling • Feeling something prickly or squishy • Koosh ball/snapping rubber band • Fidget widgets/ice bag in hand • Brushing a feather or Koosh on face • Fast dancing/jogging • Jumping/hopping/skipping • Stomping feet/loudly clapping hands • Squirming/fast dancing/spinning quickly • Rapid head movements • Walking on uneven surfaces/rolling on therapy ball

29. Sensory Supports Alternate Seating • Dynamic seating • Move-N-Sit cushion

30. Sensory Equipment Sensory Supports

31. Sensory Equipment Sensory Supports

32. Sensory Equipment Sensory Supports • Tunnel • Trampoline • Therapy/peanut ball

33. Sensory Equipment Sensory Supports • Swing • Tent/Hide-Out • Deep Pressure

34. Ideally composed of: Alerting activity Heavy work/proprioceptive activity Calming activity/deep breathing Takes only a minute or two Me Moves videos Offers calming movement break Promotes coordination and motor planning Various difficulty levels http://thinkingmoves.com/ Movement Breaks Sensory Supports

35. If you are unsure whether a student requires calming or alerting inputs, follow this rule of thumb: Rule of Thumb Sensory Supports

36. Calming Techniques Deep Breathing • Belly Breathing • Figure-8 Breathing • Take 5 Breathing http://move-with-me.com/self-regulation/4-breathing-exercises-for-kids-to-empower-calm-and-self-regulate/

37. Calming Techniques Other Activities • Yoga • Progressive Muscle Relaxation • Stretching • Meditation

38. Self-Reg. Programs Thinking Strategies • “How Does Your Engine Run”: The ALERT Program • The ALERT Program uses the analogy of a car’s engine to assist students to understand self-regulation and states of arousal • Engine running on HIGH = over-aroused • Engine running on LOW = under-aroused • Engine is ‘JUST RIGHT’ = optimal

39. Self-Reg. Programs Thinking Strategies • “Zones of Regulation” • Geared toward helping students gain skills in consciously regulating their actions • Each of the four ‘zones’ are represented by a different colour • Students learn how to use strategies or tools to stay in a zone, or move from one zone to another

40. Thinking Strategies Self-Reg. Programs • MindUP • Research-based curriculum • Each lesson offers easy strategies for helping students focus their attention, improve self-regulation skills, build resilience to stress and develop a positive mindset in both school and life

41. Thinking Strategies Other Activities • Positive Self-Talk • 5-Point Scale • Social Stories • Self-Reflection

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43. Contact Information Jeanette McNalty Occupational Therapist SECPSD Division Office 306-848-4753 (Office) jeanette.mcnalty@secpsd.ca