1. Sensory Integration and Regulation in the Classroom
KEEN Conference, 2014
Hillary Brunin OTR/L, Becky Topil, Susan Schiffelbein

2. Welcome
“You do not need to be a specialist in order to work with behavior.”
-Linda Wilkerson
Autism and Tertiary Behavior Supports
I will open with a general overview that we are here to share information in a general sense. I’ll tell them, Hillary will deliver the knowledge base about sensory integration and regulation. Becky will give her tried and true strategies she uses and has used to create a calm atmosphere by addressing whole class movement, as well as strategies for a few students, and then also for individuals. We will share strategies that we hope may help improve your day. And finally, we will allow time for you to collaborate with those around you in order to walk out of here with ideas you can implement tomorrow. We need to emphasize, however, that we are not here to diagnos behavior and we want to be very clear that when you have severe needs in your classroom, it is of the utmost importance that you take them through a full FBA to find the reason for that behavior. TASN, Linda Wilkerson and Kathleen Lane from KU are excellent resources to help you or your school address your highest needs students.

3. What is sensory processing and integration?
Our nervous system processes information through our senses:
* movement *touch *smell
*taste *vision *hearing
Two others we often do not think of:
proprioceptive sense = body position sense
vestibular sense = balance/motion sense
When our system organizes that information, we can make meaning and act on it accordingly = INTEGRATION!
Hillary’s slide - feel free to make notes here, Hillary! :) Give personal examples, real life situation.

4. The sly fox ran in circles.
Now it’s your turn...
The sly fox ran in circles.

5. …..so that we can interact in our world
Why is it important?
to receive information
to screen information
to organize information
to respond to information
…..so that we can interact in our world
Hillary-spiralling big idea by reinforcing why it’s important. Examples cont. - a student sitting in a classroom, learning...what all goes into it and we who can modulate may take it for granted...Go into three types of sensory kiddos ...next slide

6. Over-Responsivity vs.Under-Responsivity vs. Sensory Seeking
Over-Responsive
AKA “Defensive”/ ”Avoiding”
Clothing may bother them, noises easily distract
Unable to screen out stimuli
Under-Responsive
May seek out more intense feedback
Decreased body awareness
When not seeking the feedback, may seem non-attentive
Sensory Seeking
System wants more information
Constantly taking in stimuli and difficulty organizing it
Possibly the touching, crashing, moving kiddo
Hillary - give real life examples...think about the kiddos in your classroom

7. How can this be done for your class? Real Life Example, Mrs. Topil!
What types of activities and accommodations can help my whole class modulate themselves better?
Heavy Work Activities: Calming, Increased Proprioceptive Input to joints
Oral Motor Activities: Calming, Another form of Proprioceptive input
Visuals: Assists with organization difficulties and processing
Increased Tactile Input: Appropriate seeking for the seekers!
Movement for the whole class: Yoga, Brain Breaks
How can this be done for your class?
Real Life Example, Mrs. Topil!
Hillary--Giving Broad overview here...to lead into Becky...Becky I just assumed this would lead into everything you talk about...this is my kind of intro for all of your slides/visuals...
Do you want me to do my visual chart here? Or as you go through the list I tell what I do? I’m good with whatever! I’m going to make up a list of things for myself so I do not forget anything! :)

8. Mrs. Topil’s Day Visual morning chart Preparations for yoga Yoga
Brain break cards
Jobs
Becky overviews her day and how she applies strategies for ALL students.
Just saw this. Ok, I need to think about when to say what!

9. A video of my kids doing this would be awesome!
Becky-I can talk about these videos. Where I purchased them...also, I have some peers that have started to use but at different times of the day.

10. I could video my kids doing a brain break card!
resource slide for ‘some’ students-think about all the ways you use sensory inte/regu with small groups of students-Do we need to add another slide for more strategies or will we just talk about them?

11. Individualized strategies
Video clip
Individualized strategies

12. Whole school examples of collaboration
It takes a village! Collaborate with others to relieve frustration and derailment of lessons!
Whole school examples of collaboration
Collaboration with your friendly, local O.T.
Partner teacher
Whole school support
All, some, and few children strategies
3 ideas you already do, 3 ideas you can incorporate with your whole class and in small groups.
Come together and share out.
Brainstorm so you can go back to your classroom empowered!
Give participants time here to discuss plans of action for their classrooms and students.

13. References
Becky

14. Resources you should check out!
TASN-
“The Out of Sync Child Has Fun” by Carol Stock Kranowitz

15. References Continued
Delaney, Tara. The Sensory Processing Answer Book, Practical Answers to the Top 250 Questions Parents Ask. Naperville, Ill: Sourcebooks, Inc, Print.
Jensen, Eric. Chapter 4: Movement and Learning. Teaching with the Brain in Mind, 2nd Edition Alexandria, VA: Association for Supervision and Curriculum Development, Print.