3 The 5 senses The commonly known senses – These keep us informed about what is happening outside our body
4 Sensations from joints and muscles The body’s A-Z (Map) PROPRIOCEPTIONSensations from joints and musclesThe body’s A-Z (Map)We can always tell the position of our body, without even lookingYour bodies mapEg) close your eyes, can you tell exactly what your feet are doing, are your knees bent or straight, where are your hands, is your head tilting or upright
5 Sends information to our brain regarding: - balance - movement VESTIBULARSENSEFound in the inner earSends information to our brain regarding:- balance- movement- muscle toneCoordinates eyes, head and bodyScooter board activity – Sitting on scooter board holding onto hoop, eyes closed, swing around in a circle. Are you going fast or slow? As go around in a circle observe head moves first and then the body follows, able to remain balanced. Stimulates muscle tone - child goes into extension when on stomach.Why do you feel funny when you are sitting in a parked car and the car beside you moves? – Your vision is telling you that you are moving, but your vestibular sense is saying, no your stationary.
6 Sensory Integration Sensory Integration How the brain organises sensory information for useCan explain the relationship between brain and behavior
9 Sensory vs. BehaviorAll sensory process have a behavior/emotional componentBUTNot all behavior has a sensory componentAll behavior is communicating a need
10 Effects of Sensory Integration Difficulties Motor SkillsAttention
11 An Analogy The link between brain and behavior Brain: Hungry – Just Right –Stuffed Full -Behavior:Seek more Sensory inputPlay, Work, LearnAvoidDisplaying Negative Behaviors to express overload
12 Sensitivity to Stimuli HungrySensory SeekingPoor RegistrationUnder ResponsiveOver ResponsiveContinuum – hungry to over fedMultidimensional Add another continuum – responsiveness4 quadrants - explainAnalogy of finger paintingPoor registration – picture all seem OK in art class (lots of children completing work) but look at boy in the back. These children often get over-looked during lesson time (quiet). Can call their name a number of times but don’t respond; fire alarm could be going off, messy eaters; slow to get going with things.Seeks lots of input – fleeting attention from one thing to another; arousal level high, touching everything, seeking lots of hugs, spinning, rocking (these are the most identifiable children in the class because they drive teachers crazy)May be very controlled of actions – use only one finger, one type of paint (but won’t touch glue), happy with trumpets but not crowd noise. Don’t tolerate change very well. Will only use one type of pencil because noise of writing is uncomfortable.Avoids – can be emotionally labile for no apparent reason (unless looking at sensory processing). Children will do a lot of refusing. May be the ones that can’t line up, hold their ears over the slightest noise, arousal level high because they are on high alert.Sensitivity to StimuliSensory AvoidingStuffed Full
13 The Hungry child Needs a lot of sensory information May over-respond to sensory informationSensory seekingOver-activeFlighty attentionPassive“Day dreamy”Miss important instructions
14 The Stuffed Full child Does not need a lot of sensory information May over-respond to sensory informationSensory AvoidingDoesn’t like clutterMay like clear spacesDoesn’t like crowdsBe very controlled/controllingDoesn’t like noisesBe very picky
15 Does SI affect Learning? Yes….because learning requiresThe child’s behavior and alertness to be in an optimal state to maintain attention to tasks.The child’s motor skills to be in an optimal state to perform and learn new tasks successfully.
16 Does SI affect Behavior? YES…When sensory input is confusing or upsetting, the child may actively avoid the situation, become upset or have an emotional outburst .When the child does not register enough stimulation he may seek it out by constantly moving, chewing, humming, or flapping or he or she may seem tired, uninterested and passive. He may rummage cupboards seeming to be in search of food even when full.
17 Sensory Modulation How the child responds to sensory information AlertingCalming
18 Which sensation are you using to calm yourself or make you more alert Biting nails/biting end of pencil/chewing gum – Bombarding brain with proprioception and providing our jaw joint with lots of stimulation. Some people use it to be alerting others as calming (eg Alex Fergursen)Hug – universal comforting symbol as receiving touch as well as proprioceptionDoodle – proprio, visualCoffee - Walking to make: proprio, vestPacing – vest, proprio
20 Provide a Balanced Diet We need to experience a variety of sensations each day to keep our brain energised, alert or calm. With a regular, balanced sensory diet we are able to cope with the demands of the day. Our sensory needs fluctuate throughout the day, just like food, sometimes we need a substantial meal, other times a light snack.These pictures are in the proportions of how much stimulation we need from each sense = ie) feedback from muscles (proprioception), balance (vest) and touch we need a lot of. The other senses we get by with just a little.
21 Morning Routine Alerting Calming Vibrating Toothbrush Crunchy Cereal TrampolineSimon Says GameShowerCold, cold milkCalmingGraduated LightGentle Music AlarmWeighted blanketCarrying clothes to utility roomCarry own school bagChewy cereals
23 Bed Time Alerting Calming Exercise/Games Vibrating toothbrush Cold DrinkMusicScented candlesCalmingWeighted blanketsTight clothingHeated RoomCalming songsRead story without picturesBath
24 Understanding the sensory needs of my child at home Group Detectives:What sensory tools can I use at home with my children?When can my child access these?How/when can I recognise when my child needs a sensory snack?How can we fit this into our daily family life?
25 Some useful booksThe Out of Sync Child Has Fun: Carol Stock KrankowitzParenting a Child with Sensory Processing Disorder: Christopher Auer and Susan BlumbergRaising a Sensory Smart Child: Lindsey Beil, Nancy PeskeBuilding Bridges through Sensory Integration: Ellen Yack, Paula Aquilla, Shirley SuttonToo Loud, Too Bright, Too Fast, Too Tight: What to do if you are defensive in an overstimulation world: Elaine Wilson and Helen Edwards
26 Some Useful Websites Sensory Integration Network Sensory Integration InternationalSensory SmartSensory Integrative Dysfunction in Young Children