Sensory Activities for the Classroom

1. Sensory Activities for the Classroom Maureen Pieringer Carol Lavoie Jenn Jensen Debbie Shatrowsky Kathy Caplins

2. What is Sensory Integration? The organization of sensory information from one’s own body and from the environment for use (Ayres 1988).

3. What is sensory integration dysfunction? The person cannot properly regulate his/her sensory input, and the ability to maintain a situation-appropriate state is faulty. http://www.incrediblehorizons.com

4. Sensory Processing Systems • Visual • Auditory • Oral/taste • Olfactory/smell

5. Sensory Processing Systems • Tactile/touch • Vestibular/movement • Proprioceptive/deep pressure

6. When we have trouble with Sensory Input • Hyper-reactive…. • Sensory Avoiders…. • Hypo-reactive… • Sensory Seekers………

7. Hyper-reactive • Easily overwhelmed • Reactive/impulsive • Negative affect • Unable to focus & attend • Pulls away when being touched • May over react to stimuli: smells, food/materials (textures or consistency), unexpected touch, sound

8. Sensory Avoiders • Actively Withdraws • Doesn’t interact with others • Wants to control everything • Limits exposure to sensory input, movement, food, clothing, etc. • Explosive when control is lost • Affect is fearful or anxious

9. Hypo-reactive • “Wall Flowers” • Need a ‘jump start’ • Don’t notice details • Burns self before realizing temperature • Misses sensory information • Tend to be those with low tone • Flat Affect • Action is passive

10. Sensory Seekers • Enjoys sensation • Creates sensations in the environment • Risk Takers, Action is impulsive • “Crash and Bang”, bouncers, climbers • Spins or rocks desk or chair incessantly • Touches, smells, moves constantly • May not show empathy, may use others to meet sensory needs.

11. Common Diagnoses Associated with Sensory Dysfunction • Autism • Cerebral Palsy • Sensory Integration Disorder • Severe/profound mental retardation

12. How do we help? • Determine child’s preferred sensory intake • Choose activities based on child’s motivation • Sensory intervention plan/sensory diet • Alert Program

13. How do we help regulate the child? • Create list of preferred sensory activities • Gather baseline data of behaviors you want to change (based on outcome of motivational assessment scale) • Create and start a sensory schedule • Gather post data • Tweak plan as needed

14. Preferred Sensory Input • An overloaded child needs less stimulation. Dim the lights and turn down the radio. Comfort with deep pressure bear hugs. Provide a retreat. • An under-responsive child needs more sensory stimulation. Take frequent walks, trampoline, tickles, bouncing on ball, engage in gentle roughhousing.

15. Alert Program • Helps students to understand how their level of alertness affects their ability to function successfully in school. • Teaches students via activities how to regulate their alertness so learning is easy and fun!

16. Alert Program • Regulation occurs via sensory-motor strategies • Appropriate age range for use- cognitive age of 8+ years • Under • Responsive/low Just Right Over Responsive/high

17. Sensory in the Classroom • Oral motor: chewy tubes, crunchy or chewy foods • Heavy jobs • Deep pressure: wall, desk or chair push-ups • Pressure or weighted vests

18. Sensory in the Classroom • Stretching • Bunny hops • Crossing midline-windmills • Sip water • Rest/calming area

19. Precautions and Contraindications • Spinning • Weighted vests and blankets • Moving equipment

20. Increase focus and attention to task (MSDE Autism Task Force) Calming May help to decrease self injurious behavior May replace disruptive behaviors Can rev up an under responsive system Reasons We Use Sensory

21. Available resources • The Alert Program: How does your engine run? Therapy Works Inc. alertprogram.com • incrediblehorizons.com • abilitations.com • therapyshoppe.com • Contact your school-based OT for specific cases