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What, Where,Why, Who, When and How.

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Presentation on theme: "What, Where,Why, Who, When and How."— Presentation transcript:

1 What, Where,Why, Who, When and How.
Sensory Diets What, Where,Why, Who, When and How.

2 *disclaimer* ~~~~~~~~~~~~~~~
The term ‘Sensory Diet’ was originated by Patricia Wilbarger (the designer of the brushing protocol) in order to address the needs of young children who were originally identified as having difficulties with sensory processing (Sensory Processing Disorder…SPD) and …it continues to be used with children who have been diagnosed with SPD. ~~~~~~~~~~~~~~~

3 ALSO….. It is important to note that problems in the area of sensory processing is typically part of a larger picture and is often associated with, or embedded in other diagnosis…such as Autism and ADHD.

4 Important to remember….
All young children can benefit from an environment designed with an awareness of the role that the senses play in their development.

5 Sensory integration is the neurological process of organizing sensory inputs for function in daily life.

6 What is Sensory Integration?
Sensory integration occurs in the central nervous system (brain, spinal cord, nerves). The process occurs automatically as the body gathers information through the skin, muscles, joints, inner ear, eyes, nose and mouth. As you watch this presentation, your brain works to integrate the many sensory inputs from your body.

7 What are Sensory Diets? A sensory diet is an activity plan designed for an individual child to help modulate his ‘arousal’ level. Its a daily routine that incorporates various calming and organizing activities.

8 The Sensory Diet concept is based on the idea that every individual’s nervous system uses activity and sensation in order to regulate alertness, or arousal in our environment.

9 ‘just right’ With the ‘just right’ amount of alertness, we can function in a more adaptable, skillful, efficient and self confident way.

10 Much like a nutritional diet, the effects of some activities on our nervous system are like snacks….they might change our mood, “wake” us up, or help us concentrate.

11 Think about the subtle things that you might do to maintain your optimum arousal level.
Do you put something in your mouth (oral motor input)-chew gum, eat something crunchy? Do you need to move (vestibular input)-bounce your leg, tap your toes, or exercise? Perhaps fidgeting with something in your hands or touching different textures (tactile input) helps you stay focused? Can you think of different noises (auditory input) or sights (visual input) that affect your concentration or mood?

12 Ideally, these recommendations become adopted into lifestyle changes.
Incorporating leisure activities into a sensory diet may provide additional opportunities for movement, heavy work, deep touch pressure and proprioceptive inputs. Ideally, these recommendations become adopted into lifestyle changes.

13 What does ‘just right’ AROUSAL look like?
Our arousal levels may fluctuate throughout the day, based on the demands of our environment, our mood, or our activity level. In general, low, high and ‘just right’ arousal states can be characterized as follows:

14 Low Arousal Just Right High Arousal
Lethargic Appears disinterested Minimal physical activity Limited facial expression Difficult to wake Slow to respond. Able to focus and explore a task Able to concentrate Meaningful interaction with people and environment Eye contact Adaptable Self control ‘hyper’ or ‘antsy’ Little attention ‘motor mouth’ Hard to recover from stressful events or changes in routine. Difficult transition to bedtime Shut down with little interaction or avoidance


16 Proprioceptive System

17 Vestibular System

18 Tactile System

19 Visual System

20 Olfactory (smell)/Gustatory(taste) System

21 Auditory System

22 As the child’s central nervous system matures…..
…so does the child’s sensory system. Each of the seven senses develop at its own rate. Each child will develop sensory skills at his own pace, but there is a wide range of ‘typical’ sensory development and skills. Genetics and environmental influences play a role in sensory development. Additionally, most children on the Autism Spectrum also have sensory concerns. There is often a comorbidity with autism.

23 Sensory Processing… Refers to how our different sensory systems work together to organize and process incoming information from the world around us.

24 What is Sensory Processing Disorder? (SPD)
The current term used to describe the body’s inability to take in and use sensory information efficiently.

25 Sensory Processing Disorder Sensory Modulation Disorder
Sensory Discrimination Disorder Sensory Based Motor Disorder

26 Sensory Modulation… Sensory modulation occurs when the senses work together to help us respond appropriately to the world around us.

27 A child whose brain system is not working efficiently may be demonstrating a Sensory Modulation Disorder (SMD).

28 When does an SMD occur? A Sensory Modulation Disorder can occur in any combination of the senses: hearing, taste, smell, sight, touch or movement.

29 Over arousal & Under arousal
A child with an over aroused sensory system tends to respond quickly and negatively to small amounts of sensory input UNDER AROUSAL A child with under-aroused sensory system may have problems registering sensory information or seek excessive amounts of sensory input. A sensory seeking child typically requires more sensory input to help him/her stay calm and focused.

30 Changing arousal levels….
The OVER-aroused child…..

31 Environmental Modifications
Movement and Resistance (Proprioception) Oral Motor (proprioceptive) Movement and Balance (Vestibular) Tactile Visual Olfactory Auditory Deep pressure Chewy foods Mostly prepatory activities Give yourself a hug Environmental Modifications Heavy work Chewing on mouth fidgets *rocking chair Steam roller Uncluttered rooms Lavender and vanilla scents Listen to slow and rhythmic music Joint compressions Drinking from a water bottle *rocking egg Pressure brushes Dim lighting Use headphones with classical music Deep pressure/weighted items *T-stool Pressing/pulling/pinching resistive materials like clay Use natural lighting when possible Create a quiet space for the child to retreat if needed *weighted blanket *Ball rock Squeezing activities (putty, balloons filled with sand/flour, stress balls Use of a highlighter strip Prepare the child for sudden noises *weighted neck wrap *head stand Use a slant board *weighted lap pad *blanket swing Positioning child near instructor or board *weighted glove *ball chair *wrist and ankle weights Wall or chair push ups Wheelbarrow walking Changing arousal levels…………The Over Aroused child Push/pull something heavy

32 Changing arousal levels….
The Under-aroused child…

33 Movement and Resistance
(Proprioception Oral Motor Movement and Balance (Vestibular) Tactile Visual Olfactory Auditory *bouncing on an exercise ball *straw games *net, glider, playground swing *Fidget bracelets *turn on more lights in room Peppermint and lime scents Loud, fast music with frequent changes in tempo, rhythm and noise *pillow crash *crunchy food items *roll *discriminating between touch using alerting textures *high contrast ( should still be able to have a conversation with child) *wheelbarrow walk *sour food items *scooter board *bright and bold colors *animal walk *Cold foods *trampoline Highly decorated rooms *spicy foods *somersaults Changing arousal levels….the Under Aroused child

34 What is a Sensory Diet? A Sensory Diet is a personalized daily schedule of specific sensory activities and environmental modifications to help a child stay calm, focused and organized throughout the day.

35 What is the GOAL of a Sensory Diet?
Self-Regulation is the ultimate goal of a sensory diet.

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