1. SENSORY PROCESSING REVIEW & STRATEGIES

2. WHAT IS SENSORY PROCESSING/SENSORY INTEGRATION? Sensory processing or sensory integration is a neurological process that occurs in all of us. We constantly take in sensory information through our bodies from the world around us. As our brains organize or integrate this sensory information it becomes meaningful to us. Normal sensory integration allows us to respond to the specific sensory input we receive automatically, efficiently and comfortably.

3. THE FAMILIAR SENSES We have 5 familiar senses that respond to sensory input from outside of our body.

4.  Perception of what one hears (sound)  Information from your ears AUDITORY SENSE

5.  Perception of taste, texture, temperature & flavors  Information through the mouth GUSTATORY

6.  Perception of what one smells  Information received through the nose OLFACTORY

7.  Perception of what your eyes see  Information through the eyes VISION

8.  Touch sense  Information received through the hands & skin TACTILE

9. THE HIDDEN SENSES We have 2 hidden senses that respond inside to sensory input inside our body.

10. Vestibular Information about movement through the inner ear Tells us if we are moving or still, if we are going fast or slow and what direction we are going

11. PROPRIOCEPTIVE Information from muscles, tendons and joints Tells us where each part of our body is and how our body is moving through space

12. IMPACT OF HIDDEN SENSES We are not consciously aware of the hidden senses we cannot control them and we cannot see them Along with the Tactile (touch) system, these 2 hidden senses are fundamental in laying the ground work for a child’s healthy development. When the hidden senses operate automatically and efficiently a child is able to focus his eyes, ears and attention (familiar senses) to the task at hand.

13. FROM OUT OF SYNC CHILD

14. SENSORY INTEGRATION DYSFUNCTION? WHAT IS SENSORY INTEGRATION DYSFUNCTION? The inability to take in, organize and respond to sensory information in a meaningful & appropriate way. Also called: Sensory Integration Disorder Sensory Processing Disorder SI Dysfunction Self-regulation difficulties

15. WHAT DOES DYSFUNCTION LOOK LIKE? Affects arousal, alertness and self-regulation Some individuals may be overly sensitive & responsive while others are under-responsive Everyone processes sensory input differently and that’s okay. What matters: When any sensory input is negatively impacting the child’s life & causing problems.

16. WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT? AUDITORY: AUDITORY: Information through the ears (sound) What you may see: -covers ears during assemblies, gym and music classes, fire drills -overly distressed or crying from sounds that are loud or unexpected -bothered by sounds that don’t bother others -trouble following verbal directions -trouble locating where sound is coming from, looking all around

17. Strategies  Head phones, ear plugs  Prior notice of fire drills & other loud noises  Sitting away from speakers  Sit with back toward wall versus back toward group  Chew gum or other crunchy/chewy snacks  Squeeze hand fidgets

18. WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT? GUSTATORY: GUSTATORY: Information through the mouth (taste) -extremely picky eater -puts everything into the mouth -prefers strong flavors

19. Strategies Gustatory input Strategies For oral seekers: Allow safe oral input (for oral seekers) Use really chewy foods for snacks water bottle gum

20. WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT? OLFACTORY: OLFACTORY: Information through the nose (smells) -feels sick when strong smelling foods are served in the cafeteria OR -objects to smells others don’t notice OR undersensitive to odors -smells/sniffs everything they come into contact with -can be a picky eater

21. Olfactory input strategies Try to keep lotions and perfume to minimum Be conscious of smells of cleaning products in environment Lunch room can be overwhelming for some students Social narratives to address olfactory issues

22. WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT? VISUAL: VISUAL: Information through the eyes, including sight -shields eyes or squints -trouble focusing on any one object or person or shifting eye gaze -eye tracking -spatial relationship difficulties (bump into things, over/undershoot)

23. Visual input strategies Sun glasses or brimmed hats Alternative lighting sources Alternate seating options -Seated in front of the classroom - define a space Provide a visual example of completed project, visual schedule or cue cards Rooms clear of visual clutter and organized Visual timers Study corral

24. WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT? TACTILE: TACTILE: Information through the layers of skin (touch) OR -dislikes glue, marker, paint on their hands OR seeks messy activities OR -does not like to be touched OR seems unaware of touch -sensitive to clothes, grooming (having hair/nails cut, teeth brushed) -child doesn’t notice food or liquid left on their face -high pain tolerance -mouth objects past age 2

25. Tactile activity Strategies Use firm pressure Verbally tell child you will touch them \hand hugs Shaving cream, finger paints, play-doh, sand & water play, other textures, sandpaper unscented lotion Seated near back of group or with extra space between peers Fidgets may need to be first or last in line may need to leave class early to avoid crowded transition areas

26. WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT? PROPRIOCEPTIVE PROPRIOCEPTIVE : Information through the muscles and joints -looks clumsy (bump into obstacles, fall off chair, knocks over things) -uses too much or too little force with writing tools, other objects -trouble learning new body movements -knowing where body is in relation to others and objects -rubbing hands across wall

27. Strategies for PROPRIOCEPTIVE/Resistive activities Strategies for PROPRIOCEPTIVE/Resistive activities: Heavy work activities (e.g. animal walks, chair push-ups) Brain Gym program Break down motor tasks into smaller steps Hand-over-hand or help them motor through task Alternative work positions Theraband

28. WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT? VESTIBULAR VESTIBULAR : Information from movement -fear with motion, spinning, swinging, anxious if feet leave ground OR -easily motion or car sick OR craves motion, spinning, and swinging -unusually cautious, sedentary, hesitant to try activities or take risks -easily loses balance on balance beam, hopping, or climbing stairs

29. Strategies for Vestibular Input Frequent movement breaks (e.g. walk) Need a defined space (i.e. walking zone) Modified seating options- t stool, stand vs. sit, cushions, ball, rocking chair) recess

30. FIDGET USE

32. USE OF CLASSROOM STRATEGIES TO ADDRESS SELF-REGULATION ISSUES Brain breaks Yoga Brain gym Water bottles snack

33. RECESS Appropriate alternative physical activity is recommended if recess loss is a consequence for a behavior plan.

34. PREVENTATIVE SENSORY STRATEGIES PREVENTATIVE SENSORY STRATEGIES GOAL: REMAIN REGULATED! WHEN A CHILD IS REGULATED S/HE WILL HAVE AN OPEN MIND, ACCESS RATIONAL THINKING AND BE ABLE TO PROCESS & FUNCTION

35. OUT OF CLASSROOM STRATEGIES Take a walk. Go get a drink. Take a note to the office. IMPLEMENTATION Natural transitions are good times for implementation. Don’t reinforce work avoidance behaviors.

36. WHEN TO CALL IN THE OT Consistent application of universal strategies is needed over a period of time before calling in the occupational therapist.

37. Leanne Decker Tammy Fickies Jodie Fowler Sue Korte Mya Pakonen-Zubal Kari Schroeder Angie Sell Ellen Simmons Ken Tsang Stacy Turke Donna Walker

39. REFERENCES Williams, M.S. & Shellenberger, S. (1996). How Does Your Engine Run? A Leader’s Guide to The Alert Program for Self-Regulation, Albuquerque, NM: Therapy Works, Inc. Yack, E., Aquilla, P. & Sutton, S. (2004). Building Bridges Through Sensory Integration, Las Vegas, NV: Sensory Resources, LLC. Miller, L.J. (2006). Sensational Kids, New York, NY: G.P. Putnam’s Sons. Biel, L. & Peske, N. (2005). Raising a Sensory Smart Child, New York, NY: Penguin Books. Kranowitz, C.S. (1989). The Out of Sync Child, New York, NY: The Berkley Publishing Group. Cohen, I. & Goldsmith, M. (2000). Hands On, How to Use Brain Gym in the Classroom, Edu- Kinesthetics, Inc. Dr. Ross Greene, Lost At School, Why Our Kids With Behavioral Challenges Are Falling Through the Cracks, and How We Can Help Them.