1. MAKING THE SENSORY CONNECTION IN THE EARLY YEARS

2. Objectives
Learn the importance of sensory integration and sensory processing preferences
Overview of the sensory systems
Learn to recognize children with sensory processing difficulties
Learn practical strategies to minimize disruption and maximize learning opportunities.

3. Sensory Integration
A neurological process that organizes sensations from our environment to enable us to learn and behave effectively
Helps us to interpret and organize sensory information for our use in everyday life
A theory of brain/behavior relationships developed by Jean Ayres to describe neurological dysfunction (1950’s and 60’s)
Sensory Integration is the basis for all behavior
“The glue that holds it all together”

4. Sensory Processing 1. Registration 2. Orientation 3. Interpretation
4. Organization
Action

5. Sensory Defensiveness
Can occur in any sensory system but combinations of more than one are common
Common systems to be involved include tactile and auditory
May range from mild to severe

6. Normal Development Level 1 – primary sensory systems by 2 months
Level 2 – perceptual-motor foundations by 1 year
Level 3 – perceptual-motor skills by age 3
Level 4 – academic readiness by 6 years

8. Sensory Systems Overview
There are 7 senses:
5 external sources of sensory information
2 internal sources
Sensory integration evolves along a continuum of normal development throughout our lives
Birth – 7 to 10 years is an important period of sensory development

9. Sensory Systems Overview
Tactile (touch)
Vestibular (balance)
Proprioception (body awareness)
Visual (sight)
Auditory (hearing)
Gustatory (taste)
Olfactory (smell)

10. Sensory Preferences
All of us have sensory preferences that help us to deal with the constant stimulation we receive from our environment everyday.
Our sensory systems attempt to take in and organize this information so we can function on a daily basis.
Checklist activity…..

11. Tactile (touch)
Touch: provides information about the environment and object qualities (touch, pressure, texture, sharp, dull, heat, cold, pain)
Children may be hyper or hyposensitive to touch, or may have problems with tactile discrimination.

12. Tactile - Hypersensitive
Avoids touch or contact
Avoids and dislikes messy play
Responds negatively to textures in foods, toys, furniture
Reacts excessively to minor touch (e.g. light touch, leaf touching arm)
Avoids activities such as: using clay, glue, playdough, sand, water, paint
Dislikes teeth brushing, hairbrushing
Difficulty standing in line, sitting close to others

13. Tactile - Hyposensitive
Touches other people and objects to get information
Seeks deep touch, such as bear hugs, back rubs, rough play
Wants to touch surfaces that give strong feedback, such as hot, cold, rough, sharp
Frequently puts things in mouth, chews collar or clothing
Seems unaware of “mess” on faces or hands
Difficulty manipulating small objects
Delayed reaction to touch or pain

14. Vestibular (balance)
Vestibular: provides information about where our body is in space, and whether or not we or our surroundings are moving (speed and direction).
Location: inner ear – stimulated by head movements and input from other senses, especially visual
Children may be hyper or hyposensitive to movement, gravity or changing head position.

15. Vestibular System

16. Vestibular - hypersensitive
Over-reacts to or avoids movement activities
Walks close to walls, clings to supports such as banisters, furniture
Difficulty with motor planning
Difficulty with visual tracking
Fear and avoidance of the playground, gym, stairs, feet leaving the ground
Prefers to hold head upright; disoriented after change in head position (e.g putting on shoes)

17. Vestibular - hyposensitive
Seems to need constant movement (rocks, fidgets, can’t stay still)
Seek out stimulating motor activities such as merry-go-rounds, swinging, likes feeling dizzy
May take excessive risks (e.g. jumping from high places)
May use too much pressure to pick up or hold objects (e.g. tie laces, touch a pet)
Poor sitting balance in chairs
Poor balance while changing body position

18. Proprioception
Body awareness: provides information about where a certain body part is an how it is moving
Location: activated by muscle and joint movements
Proprioception is the unconscious awareness of body position.
Children who are under-responsive to proprioceptive input may seek out additional input to increase their knowledge of where their body is in space.

19. Proprioception Signs:
Unable to determine the amount of force to move things.
Printing is too heavy or too light.
Leans into objects or people.
Frequently drops objects
Weak grasp.
Excessive clapping, crashing, banging.

20. Visual (sight)
Vision: provides information about objects and persons. Helps us define boundaries as we move through time and space.
May be hyposensitive or hypersensitive.

21. Visual - hypersensitive
Disturbed by bright light or flickering indoor light
Covers eyes or squints to avoid sunlight
Follows any movement in the room with eyes
Block field of vision with head
Avoids looking directly at people or objects

22. Visual - hyposensitive
Seems unaware of presence of other people
Unable to locate desired objects, people
Loses sight of objects when they move
Can’t draw or copy what he sees
Has difficulty with eye-hand coordination
Has difficulty tracking

23. Auditory (hearing)
Hearing: provides information about sounds in the environment (loud, soft, high, low, near, far).
May be hyper or hypo sensitive to sounds.

24. Auditory - hypersensitive
Easily distracted by background sounds
Hold hands over ears
Becomes anxious in anticipation of unpleasant sounds
Has difficulty looking and listening at the same time
Over-reacts to quiet, everyday sounds

26. Auditory - hyposensitive
Does not answer to name
Does not distinguish speech from other environmental sounds
Seem oblivious to sounds of surrounding activities
Creates constant sounds (e.g. echoing TV, sounds)
Uses voice that is too loud of too soft

27. Gustatory (taste)
Taste: provides information about different types of taste (sweet, sour, bitter, salty, spicy).
Child can by hyper-reactive or hypo-reactive.
Taste activity:

28. Taste – Hyper-reactive
Licks objects or people in the environment
Chews or mouths objects inappropriately
Sniffs objects or people in unusual ways
Wants food constantly
High threshold for bad tastes

29. Taste – hypo-reactive Eats a limited variety of foods
Gags, refuses food
Spits out foods, medications
Difficulties with oral hygiene
Smell-defensive: will avoid places or people with strong odours
Reacts to odours that other people don’t notice

30. Sensory “red flags” Constant meltdowns and frustration Covering ears
Unable to transition
Frequent inability to handle certain forms of touch, sights or sounds
Bumpers & crashers vs. solitary and quiet play
Constant hiding, need to move under furniture or roll on the floor

31. Self-Regulation Strategies
Sensory checklist, interview and observation
Help the child to learn and recognize their own sensory preferences
Sensory Diet – a planned an scheduled activity program designed to meet a child’s specific sensory needs.
It’s purpose is to help the child become more focused, adaptable and skillful
Sensory Diets include a combination of alerting, organizing and calming activities.

32. Alerting Strategies Quick physical movements
Bouncing on large exercise ball
Jumping
Crunching dry cereal
Action songs
Change of position
*Be careful that the alerting activity does not result in over-stimulation or hyperactivity. Watch the child’s signals.

33. Calming/Organizing Strategies
Fidget toys
Deep pressure
Sucking, chewing
White noise, quiet music with steady beat
“Heavy work”
Rocking, swaying, swinging

34. SAFE Sensorimotor Activities
Sensory motor, Appropriate, Fun and Easy activities
Book: “The Out-of-Sync Child Has Fun”, Carol S. Kranowitz
Examples: Shaving cream car wash
Paw prints, Stretchy bands
Metronome code, Clothespin togs, Toothpick construction

35. Strategies Provide immediate feedback Explain rules and expectations
Use of meaningful visuals
Reduce sensory overload
Change the environment!!

36. Strategies for the Environment
Develop a consistent routine
Keep walls and shelves clutter free
Plan transitions
Plan movement breaks between and during activities
Simplify instructions

37. More Strategies?
Transition times (entering, leaving, change in activity)
Ideas:

38. SUMMARY
Recognize child’s sensory preferences. Strong preferences do not automatically mean a child has a “sensory issue”.
Choose one strategy and try it to see it works, before trying something else
Consult with OT
Sensory checklist
Explore sensorimotor activities
Changes to the environment can produce significant results

39. Words of Wisdom
It is important to recognize that not every meltdown is a “sensory issue” – sometimes it is just a bad day!!
If you see consistent sensory red flags, see what you can change in the environment first, before you try to change the child!!

40. References & Resources
Sensorimotor Processing Activity Plans: Constance Sheda & Patricia Ralston (1997)
The Out-of-Sync Child: Carol S. Kranowitz (1998)
The Out-of-Sync Child has Fun: Carol S. Kranowitz (2003)
The Sensory Connection: Nancy Kashman & Janet Mora (2005)

41. References & Resources
Building Bridges through Sensory Integration, Authors: Ellen Yack, Shirley Sutton & Paula Aquilla.
The Sensory Profile: Authors: Julie Ermer and Winnie Dunn
The Sensory Profile: Authors: Julie Ermer and Winnie Dunn.
Sensory Integration and the child, Author: Jean Ayres.
Website:

42. QUESTIONS