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

2. 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

3. 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.

4. What is sensory integration dysfunction?
The person cannot properly regulate his/her sensory input appropriate for the situation.

5. Sensory Processing Systems
Visual
Auditory
Oral/taste
Olfactory/smell

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

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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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.

15. 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.

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

17. 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

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

19. 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

20. 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

21. Precautions and Contraindications
Spinning
Weighted vests and blankets
Moving equipment

22. 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