sensory implications for teaching asd students. characteristics of the sensory system 7 basic...
TRANSCRIPT
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SENSORY IMPLICATIONS FOR TEACHING ASD STUDENTS
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Characteristics of the Sensory System 7 basic sensory stems within nervous system
– Sound Movement
– Touch Body Position
– Smell Vision
– Taste
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Location of Systems
Tactile Vestibular Proprioceptive
Visual Auditory
Touch - Skin Balance – Inner Ear Body Awareness –
Muscles and Joints
Sight – Retina of Eye Hearing- Inner Ear
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Location of Sensory Systems
Gustatory
Offactory
Taste – Chemical Receptors in tongue
Chemical Receptors in tongue.
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Dunn’s Model for Sensory Processing Model characterizes patterns of responding Based on:
– 1, neurological thresholds- continuum runs from low to high thresholds
– 2. Self regulation strategies – a behavioral continuum runs from passive to active strategies
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Neurological Threshold
Represents amount of input nervous system requires before responding.– High threshold = takes considerable input– Low threshold = takes very little input
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Self Regulation
Represents range of strategies used in responding to: task and environmental demands.– Passive strategies – lets things happen – Active strategies – generates responses to
control input
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Intersections of Continuums
Creates 4 basic patterns of sensory processing:
1. Low registration
2. Sensation Seeking
3. Sensory Sensitivity
4. Sensation Avoiding
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Low Registration
Uninterested Self absorbed Sometimes dull affect
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Sensation Seeking
Very Active Continuously engaging and excitable Pleasure from Sensory experiences Generate sensory experiences for
themselves. These students need to move and pace
while others are seated
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Sensory Sensitivity
Distractible Notice and comment on sensory events Low threshold enables them to have hyper
awareness of what is around them. Have passive strategies – allow things to
happen rather than move themselves away. Sound and sight sensitive
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Sensation Avoiding
Rule bound Ritual driven and appear uncooperative Engage in behaviors that limit sensory input Engage in active self-regulatory strategies
to understand and organize the sensory input.
This sensory input is often threatening
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Combinations
Children do not have a single sensory processing pattern
Rather have several patterns in their repertoires
Sensation avoider for auditory stimuli but have moderate responses for other sensory system input.
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Sensory Processing Concerns
Present in:– Autism– OCD– ADHD– Tourette-Syndrome– Schizophrenia
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Implications for School
School environments include sensory information that is familiar but different in intensity and duration.
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Difficulties
Elementary Classroom
furniture – need for movement
visually stimulating environments- distracting
Cafeteria – smell
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Difficulties
Middle and High School Multiple passing periods Myriad hallways Lockers opening and closing Different numbers of teachers Different teaching styles and expectations Cooperative learning activities -
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Strategies
5 strategies1. Priming
2. Working Independently
3. Visual Supports
4. Home Base
5. Social Stories
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Priming
Priming – preview activity – presents materials and task process in advance of instruction (predictability)
Decreases anxiety and subsequent behavioral responses to anxiety
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Working Independently
Initial instruction of strategy Plenty of practice Adjust if necessary Complete a task without assistance or
reliance from anyone to initiate, persist, and terminate
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Visual Supports
Supports which are a concrete representation – Reduce ambiguity – Help anticipate– Organize physical space– Help with transition– Help to understand expectations– Can convey directions
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Home Base
Access to a place apart from routine environment
A positive atmosphere not punishment or escape from tasks
May have to have more than one across contexts
Allows person to:– Plan – Regroup – Recover
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Social Stories
Short stories from child’s perspective\ Describe social situations Include relevant social cues Very visually descriptive Less directive Help address – fears, obsessions, anxiety
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Summary
ASD kids have complex needs Necessitate creativity to recognize reasons
and think of solutions Use their strengths Recognize their weaknesses Resist giving up