Presentation on theme: "Topics Description of Sensory Systems Sensory Processing Differences in Persons with ASD Impact of Sensory Processing Differences Strategies for Preschool."— Presentation transcript:
The Sensory Systems Visual Auditory Taste Smell Touch Vestibular Proprioception
In Their Own Words “Touch from another human being can be excruciating.” “Tidal waves of stimulation” “Overpowering smells, distorted sights” “It’s hard to understand what somebody is saying when you constantly have to interrupt your listening to translate the words.” “The world is like an FM radio station that is not exactly tuned on the station.”
In Their Own Words My senses seem to work on a quota system. I only have a set amount of energy or capacity to deal with incoming sensory information. I refer to this as my finite number of Sensory Processing Units... if I am in a dark room, I can tolerate more auditory chaos because my eyes are not busy. If I am in a quiet library, I can tolerate the quiet lights slightly longer because my ears aren't dealing with a lot of noise. Zosia Zaks
Activity Sensory Stations Let’s see how it feels!
Behavior Response Continuum (Dunn) Hypo-responsive = under-responsive –Need more stimuli to react –Seek many sensory experiences Hyper-responsive = over-responsive –Can’t block out stimuli and get overwhelmed –Avoid or be unwilling to try new things
Sensory Defensiveness (Wilbarger) The over-activation of our protective sense Flight, fright, or fight reaction
The ability to change your behavior and level of activity to fit the situation Self-Regulation (Williams & Shellenberger)
Activity Sensory Motor Preference Checklist (Williams & Shellenberger ) What calms your engine down? What “revs” your engine up?
Activity Go to the Child Profile & complete Sensory - Questions 1, 2 and 3 1.What sensations appear to be difficult for this child to process? 2.What sensations appear to trigger a fight/flight/fright response for this child? 3.What behaviors does the child exhibit that may meet sensory needs?
What Would You Do? Steven’s Sensory Profile What sensory systems appear to be over-responsive for Steven? What sensory systems appear to be under-responsive for Steven? What state of arousal is Steven in for most of the day?
Accommodations and Modifications Auditory modifications –Use music for transitions –Limit verbal exchanges –Allow for processing time –Minimize distracting sounds –Use headphones –Muffle or forewarn about loud sounds
Accommodations and Modifications Reduce distractions –Organize supplies, toys –Keep area clean –Cover or put away materials/toys not in use –Provide breaks –Be mindful of individual distractions (temperature, smell, visual, auditory)
Sensory Diet Activities individualized based upon the child’s responses to sensory input Activities implemented throughout the day and in a variety of settings Activities proactively implemented as part of a natural routine
Proprioception Pushing, pulling, tug of war Carrying, lifting Reaching, stretching Vestibular Rocking Swinging Dancing Jumping on a trampoline Power walking Spinning Examples of Activities Found in Sensory Diets
Tactile Massaging Sandwiching Playing with textures Oral Chewing Sucking Blowing Experimenting with taste/texture Examples of Activities Found in Sensory Diets
Naturalistic Sensory Activities - Play - Music Construction toys (Megablocks, magnet or bristle blocks) Puzzles or Playdoh Pop beads, velcro toys, pegboards, hammer and peg or pound-a-ball toys Textured toys and balls Vibrating toys / pens Chase games / peek-a-boo
Sensory Emergency Kit Items: Sample List (Zaks, 2006) Sunglasses Walkman, earplugs, or noise cancellation earphones Snacks/drinks/gum/candy Tactile items/small toys Extra clothing
Steven’s Naturalistic Sensory Activities 1.What are some possible goals for Steven? 2.What activities can we utilize and how can they be implemented?
Activity Go to the Child Profile and complete Sensory - Questions 4 and 5 4. What sensory activities and accommodations and modifications appear to help the child: A.Stay calm? B.Stay alert? C.Address fight/flight/fright? 5. How might you incorporate calming or alerting activities into this child’s day, and what activities would those be?
Assessment of Supports Is the child.. More alert? More tuned in? Better able to focus? Better able to attend? Less explosive? More interactive? Less stressed? Calmer? Less unpredictable?
Closing Points Seek to understand the unique sensory needs of the child and their impact on behavior Provide modifications and accommodations, including sensory activities, to support each child’s unique sensory needs