1. Sensory Integration How teachers, parents, and communities can support children with Sensory Integration Dysfunction Capstone presentation created by: Christine Budai

2. ” “ Sensory integration occurs automatically in most people, so we tend to take it for granted, just as we take our heartbeat and digestion for granted. -A. Jean Ayres, Ph.D “Sensory Integration and the Child” Sensory integration is the brain’s organization of physical sensations for use.

3. Is an unconscious process of the brain Organizes information detected by the senses Gives meaning to what is being experienced by selecting what to focus on Allows people to respond to stimuli in a appropriate way Forms the foundation for academic learning and social behavior -A. Jean Ayres, Ph.D “Sensory Integration and the Child”

4. ” “ Exteroceptors Visual (sight) Auditory (sound) Gustatory (taste) Olfactory (smell) Tactile (touch) Proprioceptors Proprioceptive (movement and position) Vestibular (gravity, balance, head movement) Interoceptors Visceral (inside the body) When a child acts in an adaptive manner, we know that his brain is organizing sensations efficiently.

5. Infant Trouble rolling over, sitting, creeping, following movement with eyes Toddler Falling, stumbling, bumping into things Constant breaking and spilling of things Difficulty interacting socially with peers Trouble with fine and gross motor skills Language delay Misses details Over or under stimulated by senses

6. ” “ A large part of a child’s capacity for learning is the ability to integrate sensory information. Activity Close your eyes and imagine yourself in an environment that is overwhelming your senses (fire alarm, strobe light, earth quake, etc) and think of doing a complex task, or daily work…

7. “ ” Sensory Integration Dysfunction (SID) means that the brain is not functioning in a natural, effective manner in terms of processing input from the sensory system. When the brain is not processing sensory input well, it usually is not directing behavior effectively, either.

8. ” “ Children with SID often develop in “uneven”way Speech and language delays are common signs of SID Poor muscle tone and coordination problems also often accompany SID When left untreated, SID can contribute to behavior problems SID prevents students from accessing school curriculum SID may hinder students from making important social emotional connections at critical points in their development. Sensory stimulation and motor activity during the years of early childhood will mold the neurons and interconnections to form sensory and motor processes

9. Document behaviors, consult an OT/PT specialist Use age appropriate SI checklists Refer parents to OT/PT center for an evaluation Refer parents to their family Dr. with their concerns REMEMBER: Unless you are certified, you cannot diagnose students with SID.

10. ” “ 1.Document behavior 2.Support students 3.Communicate observations 4.Support parents 5.Create a plan of action 6.Modify curriculum to meet student’s needs Society is placing more emphasis on language, academic, and intellectual development, and less on building the sensorimotor foundations for these higher functions.

11. All children benefit from SI in the curriculum. SI assists learning for not just children with SID, but also those with ADD, ADHD, Autism, and many other learning disabilities. Most SI activities stimulate and “wake-up” the brain, making the brain more active, alert, and ready to learn. Many SI activities involve movement, the U.S. Department of Education encourages at least 30 minutes of physical activity for children in school each day.

12. Play-doh, salt dough, putty, slime, etc. Sand or water table Scent cards, jars (herbs, spices, etc) Mystery boxes Finger paint Nature sounds Passing unit related items Cooking and eating unit based foods Movement breaks, games, dancing Singing songs in different voices, vollume levels Brushing the body, rolling, squeezing

13. Scooter boards Swings Spinning chairs Hammocks Rope ladders Fire Poles Balance beams Aerobic steps Play tunnels River rocks

14. Create a quiet space away from classroom commotion Give the child options of controlled input before transitions Allow the child to distance himself from the activity Work in small groups Have noise-blocking headphones available for students Dim lights when possible Deep pressure activities

15. ” “ Recognize the problem Help the child feel all right about himself Control the environment Communicate with other team members Help the child learn how to play Seek professional help Remain positive When a child behaves poorly, a great deal of that poor behavior may come from ordinary sensations that this child cannot integrate.

16. Continue your own education Change classroom settings and activities to accommodate all students, including those with SID Reach out to share information with others around you, including parents and community members Remain proactive and positive Create a local support group for children and parents impacted by SID

17. Additional reading “Sensory Integration and the Child: Understanding Hidden Sensory Challenges,” by A. Jean Ayers “The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder,” by Carol Stock Kranowitz. “Answers to Questions Teachers Ask about Sensory Integration,” compiled by Jane Koomer.

18. Sensory Processing Disorder Foundation http://www.spdfoundation.net/ OTA of Watertown 124 Watertown St, Watertown, MA 02472 http://www.otawatertown.com/ Sensory Learning Center, 85 Constitution Lane, Suite2A Danvers MA 01923 http://danvers.sensorylearning.com/index.php Talk to your pediatrician and childcare specialist

19. ” ““ Changes within my practice: Changes while in the masters program: Every child benefits from sensory integration and having fun learning. The field of education is always changing and it is essential that teachers remain students too. ”

20. All quotes taken from (with the exeption of slide 19) Ayers, Jean, “Sensory Intergration and the Child: Understanding Hidden Sensory Challenges,” WPS Publishing, 2005 Koomar, Jane, “Answers to Questions Teachers Ask About Sensory Integration: Forms, Checklists, and Practical Tools,” OTA-Watertown, Future Horizons, INC, 2009 Stock, Carol, “The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder,” Penguin Group, NYC, 2005 Capstone Presentation created by: Christine Budai, Graduate Students at UMASS Boston