Sensory Activities for the Classroom Maureen Pieringer Carol Lavoie Jenn Jensen Debbie Shatrowsky Kathy Caplins

Session Objectives Participants will gain a basic understanding of the sensory system Participants will learn how the environment can effect individuals with sensory processing deficits Participants will learn sensory strategies for use in the classroom

What is Sensory Integration? The organization of sensory information from one’s own body and from the environment for use (Ayres 1988). It is an ACTIVE (not passive) process: You must organize & use the input. EXERCISE: Have someone press their arms in the door jam, How does it feel? Got propreceptive input (We can get this functionally through exercise) It makes us feel better, our mood improves, increased energy, positive outlook. This is an example of what children are seeking when they engage in sensory seeking behaviors.

What is sensory integration dysfunction? The person cannot properly regulate his/her sensory input appropriate for the situation. http://www.incrediblehorizons.com

Sensory Processing Systems Visual Auditory Oral/taste Olfactory/smell

Sensory Processing Systems Tactile/touch Vestibular/movement Proprioceptive/deep pressure

When we have trouble with Sensory Input Hyper-reactive…. Sensory Avoiders…. Hypo-reactive… Sensory Seekers………

Hyper-reactive Easily overwhelmed Reactive/impulsive Negative affect Unable to focus & attend Pulls away when being touched May over react to stimuli: smells, food/materials (textures or consistency), unexpected touch, sound

Sensory Avoiders Actively Withdraws Doesn’t interact with others Wants to control everything Limits exposure to sensory input, movement, food, clothing, etc. Explosive when control is lost Affect is fearful or anxious

Sensory Seekers Enjoys sensation Creates sensations in the environment Risk Takers, Action is impulsive “Crash and Bang”, bouncers, climbers Spins or rocks desk or chair incessantly Touches, smells, moves constantly may use others to meet sensory needs

Hypo-reactive “Wall Flowers” Need a ‘jump start’ Don’t notice details Misses sensory information Tend to have low tone Flat Affect Action is passive

How do we help? Determine child’s preferred sensory intake Choose activities based on child’s motivation Sensory intervention plan/sensory diet Alert Program Special Education and Occupational therapy department currently developing a systematic approach

How do we develop a sensory intervention plan and help regulate the child? Gather baseline data of behaviors you want to change (based on outcome of motivational assessment scale) Create and start a sensory schedule using activities from preferred list Gather post data Tweak plan as needed

Preferred Sensory Input Some children need less stimulation. Dim the lights and play soft soothing music. Comfort with deep pressure bear hugs. Provide a retreat. Some children require more sensory stimulation. Take frequent walks, trampoline, tickles, bouncing on ball, engage in gentle roughhousing.

Alert Program Helps students to understand how their level of alertness affects their ability to function successfully in school. Teaches students via activities how to regulate their alertness for listening and learning.

Alert Program Regulation occurs via sensory-motor strategies Appropriate age range for use- cognitive age of 8+ years Low Just Right High

Sensory in the Classroom Oral motor- crunchy or chewy foods Heavy jobs Deep pressure- wall, desk or chair push-ups Alternative learning positions- standing, lying on stomach

Sensory in the Classroom Bunny hops Stretching Crossing midline-windmills Sip water Fidgets Rest/calming area

Sensory in the Classroom Reduce visual clutter Be cognizant of noises- doors, pencil sharpeners, intercom speaker, printers Calming aromas- vanilla, coconut (plug-ins can induce headaches in some, can use lotions but check first with parent) Alerting aromas- orange or any other citrus

We may use sensory for the following Reasons Increase focus and attention to task Calming To decrease self injurious behavior To replace disruptive behaviors To rev up an under responsive system

Precautions and Contraindications Spinning Weighted vests and blankets Moving equipment

Available resources The Alert Program: How does your engine run? Therapy Works Inc. alertprogram.com incrediblehorizons.com abilitations.com therapyshoppe.com Contact your school-based OT for specific cases