Presentation on theme: "SENSORY IMPLICATIONS FOR TEACHING ASD STUDENTS. Characteristics of the Sensory System 7 basic sensory stems within nervous system –SoundMovement –TouchBody."— Presentation transcript:
SENSORY IMPLICATIONS FOR TEACHING ASD STUDENTS
Characteristics of the Sensory System 7 basic sensory stems within nervous system –SoundMovement –TouchBody Position –SmellVision –Taste
Location of Systems Tactile Vestibular Proprioceptive Visual Auditory Touch - Skin Balance – Inner Ear Body Awareness – Muscles and Joints Sight – Retina of Eye Hearing- Inner Ear
Location of Sensory Systems Gustatory Offactory Taste – Chemical Receptors in tongue Chemical Receptors in tongue.
Dunn’s Model for Sensory Processing Model characterizes patterns of responding Based on: –1, neurological thresholds- continuum runs from low to high thresholds –2. Self regulation strategies – a behavioral continuum runs from passive to active strategies
Neurological Threshold Represents amount of input nervous system requires before responding. –High threshold = takes considerable input –Low threshold = takes very little input
Self Regulation Represents range of strategies used in responding to: task and environmental demands. –Passive strategies – lets things happen –Active strategies – generates responses to control input
Intersections of Continuums Creates 4 basic patterns of sensory processing: 1.Low registration 2.Sensation Seeking 3.Sensory Sensitivity 4.Sensation Avoiding
Sensation Seeking Very Active Continuously engaging and excitable Pleasure from Sensory experiences Generate sensory experiences for themselves. These students need to move and pace while others are seated
Sensory Sensitivity Distractible Notice and comment on sensory events Low threshold enables them to have hyper awareness of what is around them. Have passive strategies – allow things to happen rather than move themselves away. Sound and sight sensitive
Sensation Avoiding Rule bound Ritual driven and appear uncooperative Engage in behaviors that limit sensory input Engage in active self-regulatory strategies to understand and organize the sensory input. This sensory input is often threatening
Combinations Children do not have a single sensory processing pattern Rather have several patterns in their repertoires Sensation avoider for auditory stimuli but have moderate responses for other sensory system input.
Implications for School School environments include sensory information that is familiar but different in intensity and duration.
Difficulties Elementary Classroom furniture – need for movement visually stimulating environments- distracting Cafeteria – smell
Difficulties Middle and High School Multiple passing periods Myriad hallways Lockers opening and closing Different numbers of teachers Different teaching styles and expectations Cooperative learning activities -
Priming Priming – preview activity – presents materials and task process in advance of instruction (predictability) Decreases anxiety and subsequent behavioral responses to anxiety
Working Independently Initial instruction of strategy Plenty of practice Adjust if necessary Complete a task without assistance or reliance from anyone to initiate, persist, and terminate
Visual Supports Supports which are a concrete representation –Reduce ambiguity –Help anticipate –Organize physical space –Help with transition –Help to understand expectations –Can convey directions
Home Base Access to a place apart from routine environment A positive atmosphere not punishment or escape from tasks May have to have more than one across contexts Allows person to: –Plan – Regroup – Recover
Social Stories Short stories from child’s perspective\ Describe social situations Include relevant social cues Very visually descriptive Less directive Help address – fears, obsessions, anxiety
Summary ASD kids have complex needs Necessitate creativity to recognize reasons and think of solutions Use their strengths Recognize their weaknesses Resist giving up