sensory activities for the classroom maureen pieringer carol lavoie jenn jensen debbie shatrowsky...
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Sensory Sensory Activities for Activities for
the Classroomthe ClassroomMaureen PieringerMaureen Pieringer
Carol LavoieCarol LavoieJenn JensenJenn Jensen
Debbie ShatrowskyDebbie ShatrowskyKathy CaplinsKathy Caplins
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Session ObjectivesSession Objectives
Participants will gain a basic Participants will gain a basic understanding of the sensory systemunderstanding of the sensory system
Participants will learn how the Participants will learn how the environment can effect individuals environment can effect individuals with sensory processing deficitswith sensory processing deficits
Participants will learn sensory Participants will learn sensory strategies for use in the classroomstrategies for use in the classroom
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What is What is Sensory Sensory
Integration?Integration?
The organization of The organization of sensory information from sensory information from one’s own body and from the one’s own body and from the
environment for use (Ayres environment for use (Ayres 1988).1988).
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What is sensory What is sensory integration dysfunction?integration dysfunction?
The person cannot The person cannot properly regulate his/her properly regulate his/her sensory input appropriate sensory input appropriate for the situation.for the situation.
http://www.incrediblehorizons.comhttp://www.incrediblehorizons.com
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Sensory Processing Sensory Processing SystemsSystems
VisualVisual
AuditoryAuditory
Oral/tasteOral/taste
Olfactory/smellOlfactory/smell
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Sensory Processing Sensory Processing SystemsSystems
Tactile/touchTactile/touch
Vestibular/movementVestibular/movement
Proprioceptive/deep Proprioceptive/deep
pressurepressure
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When we have trouble with When we have trouble with Sensory InputSensory Input
•Hyper-reactiveHyper-reactive….….
Sensory Avoiders….Sensory Avoiders….
o Hypo-reactiveHypo-reactive……
• Sensory SeekersSensory Seekers………………
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Hyper-reactiveHyper-reactive• Easily overwhelmedEasily overwhelmed• Reactive/impulsiveReactive/impulsive• Negative affectNegative affect• Unable to focus & attendUnable to focus & attend• Pulls away when being touchedPulls away when being touched• May over react to stimuli: May over react to stimuli:
smells, food/materials (textures or smells, food/materials (textures or consistency), unexpected touch, consistency), unexpected touch, soundsound
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Sensory Sensory AvoidersAvoiders
Actively WithdrawsActively Withdraws Doesn’t interact with othersDoesn’t interact with others Wants to control everythingWants to control everything Limits exposure to sensory Limits exposure to sensory
input, movement, food, input, movement, food, clothing, etc.clothing, etc.
Explosive when control is lostExplosive when control is lost Affect is fearful or anxiousAffect is fearful or anxious
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Sensory SeekersSensory Seekers• EEnjoys sensationnjoys sensation• CCreates sensations in the reates sensations in the
environmentenvironment• RRisk Takers, Action is impulsiveisk Takers, Action is impulsive• ““CCrash and Bangrash and Bang””, bouncers, climbers, bouncers, climbers• SSpins or rocks desk or chair incessantlypins or rocks desk or chair incessantly• TTouches, smells, moves constantlyouches, smells, moves constantly• mmay use others to meet sensory needsay use others to meet sensory needs
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Hypo-reactiveHypo-reactive
““Wall Flowers” Wall Flowers” Need a ‘jump start’ Need a ‘jump start’ Don’t notice detailsDon’t notice details Misses sensory informationMisses sensory information Tend to have low toneTend to have low tone Flat AffectFlat Affect Action is passiveAction is passive
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How do we help?How do we help? Determine child’s preferred Determine child’s preferred
sensory intakesensory intake Choose activities based on child’s Choose activities based on child’s
motivationmotivation Sensory intervention plan/sensory Sensory intervention plan/sensory
dietdiet Alert ProgramAlert Program Special Education and Special Education and
Occupational therapy department Occupational therapy department currently developing a systematic currently developing a systematic approachapproach
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How do we develop a How do we develop a sensory intervention plan sensory intervention plan
and help regulate the and help regulate the child?child?
Gather baseline data of behaviors Gather baseline data of behaviors you want to change (based on you want to change (based on outcome of motivational outcome of motivational assessment scale)assessment scale)
Create and start a sensory schedule Create and start a sensory schedule using activities from preferred list using activities from preferred list
Gather post data Gather post data Tweak plan as neededTweak plan as needed
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Preferred Sensory InputPreferred Sensory Input Some children need less stimulation. Some children need less stimulation.
Dim the lights and play soft soothing Dim the lights and play soft soothing music. Comfort with deep pressure music. Comfort with deep pressure bear hugs. Provide a retreat.bear hugs. Provide a retreat.
Some children require more sensory Some children require more sensory
stimulation. Take frequent walks, stimulation. Take frequent walks, trampoline, tickles, bouncing on ball, trampoline, tickles, bouncing on ball, engage in gentle roughhousing. engage in gentle roughhousing.
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Alert ProgramAlert Program
Helps students to understand how Helps students to understand how their level of alertness affects their level of alertness affects their ability to function their ability to function successfully in school.successfully in school.
Teaches students via activities Teaches students via activities how to regulate their alertness for how to regulate their alertness for listening and learning.listening and learning.
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Alert ProgramAlert ProgramRegulation occurs via Regulation occurs via
sensory-motor strategiessensory-motor strategiesAppropriate age range for Appropriate age range for
use- cognitive age of 8+ use- cognitive age of 8+ yearsyears
Low Just Right
High
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Sensory in the Sensory in the ClassroomClassroom
Oral motor- crunchy or chewy Oral motor- crunchy or chewy foodsfoods
Heavy jobsHeavy jobs Deep pressure- wall, desk or Deep pressure- wall, desk or
chair push-upschair push-ups Alternative learning positions- Alternative learning positions-
standing, lying on stomachstanding, lying on stomach
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Sensory in the Sensory in the ClassroomClassroom
Bunny hopsBunny hopsStretching Stretching Crossing midline-windmillsCrossing midline-windmillsSip waterSip waterFidgetsFidgetsRest/calming areaRest/calming area
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Sensory in Sensory in the the
ClassroomClassroom Reduce visual clutterReduce visual clutter Be cognizant of noises- doors, pencil Be cognizant of noises- doors, pencil
sharpeners, intercom speaker, printerssharpeners, intercom speaker, printers Calming aromas- vanilla, coconut (plug-Calming aromas- vanilla, coconut (plug-
ins can induce headaches in some, can ins can induce headaches in some, can use lotions but check first with parent)use lotions but check first with parent)
Alerting aromas- orange or any other Alerting aromas- orange or any other citruscitrus
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We may use sensory We may use sensory for the following for the following
Reasons Reasons Increase focus and attention to taskIncrease focus and attention to task CalmingCalming To decrease self injurious behaviorTo decrease self injurious behavior To replace disruptive behaviorsTo replace disruptive behaviors To rev up an under responsive systemTo rev up an under responsive system
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Precautions Precautions and and
ContraindicationsContraindications
SpinningSpinningWeighted vests and Weighted vests and
blanketsblanketsMoving equipmentMoving equipment
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Available resourcesAvailable resources The Alert Program: How does The Alert Program: How does
your engine run? Therapy your engine run? Therapy Works Inc. alertprogram.com Works Inc. alertprogram.com
incrediblehorizons.comincrediblehorizons.com abilitations.comabilitations.com therapyshoppe.comtherapyshoppe.com Contact your school-based OT Contact your school-based OT
for specific cases for specific cases