Recognizing sensory needs in your students

1. Recognizing sensory needs in your students Presented by the EACS Autism Team

2. Why does Sensory Matter? • We all perceive the world around us through our senses. We are receiving sensory input all of the time. When everything is working properly, we barely even notice this happening. And for most of us, when something overwhelms one of our senses, or we are in need of input, we are able to regulate without much thought. This is the process of Sensory integration. (The ability to take in, organize and use information received through our senses.) • For example, When you are in the same position for a long period of time you will likely adjust and reposition yourself without even thinking about it. (Proprioceptive Input) Since this happens automatically, you are able to continue focusing on your task at hand.

3. Why does Sensory Matter? • However, when there is a disconnect between the nervous system and our senses, it makes daily functioning very difficult. • Sensory processing problems can impact a student academically, behaviorally, socially and emotionally. • Individuals can be over or under responsive to senses. • For example, when it comes to the tactile sense, if a person is over responsive he or she will avoid touch and even small amounts of tactile input can cause a big reaction. If a person is under responsive, he or she will seek out more input. The seeking behaviors may often appear as inappropriate. ( i.e. Student leaning on the walls, constantly touching others, sliding across the floor, or other means of self-stimulation)

4. Is sensory Processing only a problem for students with Autism? • NO! • Research suggests that about 90% of individuals with Autism Spectrum Disorder have sensory processing difficulties. • You can have sensory difficulties and NOT have Autism. Research also suggests that 5-16% of school age children also have problems with sensory processing.

5. What does it look like? • These students twist and chew on their clothing and watch their feet while going up and down stairs. They are often dismissed as uncoordinated. • Tendency to fatigue more easily than peers • Apparent lack of physical strength • Inability to jump, hop, skip or run as well as other children of the same age • Awkward or stiff movements • Inability to locate the body in space • Confusion with identifying left and right • Hesitation to play on climbing apparatus • Preference for table activities instead of field games.

6. Need an example? • Stiff Stan, who cannot turn his neck and moves his whole body instead • Tina and Tyrell Toe-Walkers, who find it difficult to walk heel-to-toe • Henry and Harriet Hyper-Vigilant, who cannot keep their attention on anything and who are easily distracted. • Angry Andre, who cannot control his emotions and is still fuming from losing his soccer game at recess (unable to shift focus) • Social Sophia, who focuses on everyone else and their problems. She relies on her peers to model the behavior expected of her but gets distracted easily by their social interactions. She fails to notice the academic behaviors she originally set out to mimic (poor adaptability to classroom change). • Jumpy Jamal, who is easily startled by sudden noises that his peers are able to ignore (hyperactive startle response). • Sid Sideliner, who doesn’t participate in games, swinging or sliding activities during recess and who is prone to motion sickness as well. • Dizzy Darious, who swings or spins constantly • Clumsy Cleo, who awkwardly walks through the classroom, accidentally bumping into desks and chairs.

7. The million Dollar ? • Is it SENSORY or is it BEHAVIOR? • No easy answer! • Does it occur during preferred activities? • Tantrum vs. Meltdown • Tantrum- Outburst that happens when a child is trying to get something he or she wants/needs. The child is behaving this way for a reason with some level of control over the behavior. For example, the child may check to see if you are watching him/her. For a tantrum you acknowledge the child’s feelings without giving in. • Meltdown- A reaction to feeling overwhelmed. It ends either by fatigue or a change in the sensory input. For a meltdown, you help find a quiet place for the child to de-escalate.

8. Want more information? • EACS Autism Webpage • Sensory Apps CINEFX – FREE A fun photo effects app for all with 30 cinema style effects. Hall of Mirrors, funky colours and swirl effects. IMEBA – FREE iMebais a simple stimulating app for people with special/complex needs of all ages. Relaxing and immersive. MANY MORE!!

9. A better Understanding • Sensory Overload Simulation

10. A new lens… • While we may not always have a sure and simple way to know if our students are struggling with sensory processing, the more we understand about sensory, the more we can help create sensory friendly environments.