strategies for teachers: making you and your classroom ... · pdf fileelaine o’riordan...
TRANSCRIPT
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Elaine O’Riordan Bsc (Hons)
Clinical Specialist Occupational Therapist
www.leapchildrenstherapy.com
Strategies for Teachers:Making you and your classroom
more Sensory Friendly
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For more information,
Visit us at: Unit 3, Anglo Office Park,Lincoln Road, High Wycombe.H12 3RH.www.leapchildrenstherapy.com
Email us at: [email protected]
Call us on: 01494 761 552
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• We are a private Occupational Therapy practice with 3Specialist Occupational Therapists in Buckinghamshire.
• We see children from birth to adulthood with a varietyof diagnoses including Autism, Developmental Co-ordination Disorder, Dyspraxia, Sensory ProcessingDisorder, ADHD and many more.
• We provide a range of services including assessment,individual and group treatment, holiday activities,training, advice and parent support groups.
About LeapAbout Leap……
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Aims of this SessionAims of this Session
• To discuss why our senses are important• To gain an understanding of Sensory
Modulation and how this affects the childin the classroom
• To discuss and problem solve practicalways we can you and your classroommore sensory focused
• To have examples of typical sensorypresentations
• To take away plenty of practical tips totry.
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DisclaimerDisclaimer•This workshop is designed to provide up-to-date informationand every effort has been made to ensure the accuracy of thisinformation.
•However, it is the responsibility of every parent or carer toevaluate the appropriateness of these techniques within thecontext of their actual setting and to keep up to date withsubsequent developments within this area.
•Leap cannot be held responsible for any mal-practicecommitted by course participants within their home oreducational setting.
We are happy to share the knowledge we have gained, basedon experience both at work and participation in furthertraining.
The materials presented are the intellectual property of LeapChildren’s Therapy. Unauthorised reproduction of thisinformation is prohibited. Written permission from the authorswould be required for use of this material.
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Why are ourWhy are oursensessenses
so important?so important?
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Our 7 Senses
Vision Hearing Smell Taste Touch
Proprioception Vestibular
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CENTRAL NERVOUS SYSTEM
Olfactory Visual Auditory Gustatory
Tactile Vestibular Proprioception
Body Scheme Reflex Maturity Ability to Screen Input
Postural Awareness of Motor
Security Two sides of body Planning
Eye-hand Ocular Motor Postural
Co-ordination Control Adjustment
Auditory Visual- Attention
Language Spatial Centre
Skills Perception Functions
Academic
Learning
Daily Behaviour
Living Activities
Cognition Intellect
Perceptual Motor Development
Sensory Motor Development
Sensory Systems
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Sensory ProcessingSensory Processing
http://www.paranormalpeopleonline.com/wp-content/uploads/2011/10/2008_09_Synesthesia490X513.jpg
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Sensory ModulationSensory ModulationIt is the ability of our central nervoussystem to adapt, to incoming sensory
information from our body and theenvironment
•It helps us to
– Take in relevant information
– Filter out irrelevant information
– Prioritise our focus
– Adapt to change in the environment
– Regulate our arousal levels
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A LITTLE feels like
A LOTA LOT Feels like
A LITTLEHigh Arousal
Low Arousal
Poor Sensory Modulation
Our sensory responses are out ofBalance
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• Miller, 2005
Low Arousal Sensory Seeking
Over Aroused
12%26%
5%
25%
14%
5%15%
Modulation DisordersModulation Disorders
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Low Arousal ChildLow Arousal Child
• Passive child• Dull affect• Tires easily• Difficulty in
non interestingtasks e.g.handwriting
• Low sensitivity• Do not
respond toname whencalled
• Misses cues• Difficult to
engage
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OverOver-- Aroused ChildAroused Child
• Overreact easily• May be Sensitive
to noise, touch,movement
• Difficulty incrowds/ busy
• Difficulty withchange andtransition
• Easily upset• Overly sensitive• Anxious• Emotionally
insecure• Frequent
tantrums• Avoids activities• Escape
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Sensory Seeking ChildSensory Seeking Child
• On the go• Fidgeting• Can’t sit still• Seeking all
kinds ofmovement
• Chewing• Impulsive• Excitable• Fast
• May not noticeif face orhands aremessy
• May be asafety risk
• Clumsy• Bumps into
people• Uncoordinated
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How to find our Balance?
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YouYou
Jewellery,Dazzling,sparklyearrings
Patternedclothes
Toneof
Voice
Smells,perfume,
aftershave
Makeup,bright
lipsticks
Texture ofClothes
Proximity/eye
contact
Actions/Moveme
nts
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EnvironmentEnvironment
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A. AlterA. AlterVisual
distractions/ displays
Clutter /Disorgani
sation
Noise
AnyStress
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• Create an Organised work space
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• Teacch Classroom Layout
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• Teacch Workstation
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B. Add InB. Add In
• Quiet Areas • Hide Outs
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Visual Timetables and Routines
•Visual Symbols, list of activities
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A clear start and end to tasks
•Time timer, sand timer, work trays
WorkTray
FinishedTray
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Boundaries
•Privacy Boards, Pop up partition
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Sensory DietsSensory Diets
• A diet of sensory enriched activities
• Regular access to movement opportunitiesto provide children’s sensory system withthe input they requires to achieve a calmalert state.
• Select one or two activities that arepowerful and have long lasting effects
• Include the activities in the child’stimetable.
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Movement BreaksMovement Breaks
• 2-3 minutes of movement canincrease concentration for 15-20minutes.
• Schedule movement breaks at least3 times daily for the whole class, i.e.Morning, Mid Morning, Mid Afternoon
• www.yourtherapysource.com
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Heavy Work ActivitiesHeavy Work Activities
• Schedule time for specific movementactivities daily, i.e. twice daily.
• 15 minutes of activities can last forup to 2 hours
• Think whole body
• Heavy muscle work
• Movement
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Heavy Muscle WorkHeavy Muscle WorkProprioceptionProprioception
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Linear MovementsLinear MovementsVestibularVestibular
Alerting and Organising
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Rotary MovementsRotary MovementsVestibularVestibular
Alerting and ExcitingBe careful not to over arouse!
Always follow with Proprioceptive activity
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Oral Motor StrategiesOral Motor Strategies• Chewing, Crunching, Sucking,
• Chewing gum, crunching carrots,straw drinks
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• Chewing, Crunching, Sucking,
• Chewy tubes, Chewellery, Blowingbubbles, vibrating
Oral Motor StrategiesOral Motor Strategies
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Quick Fix StrategiesQuick Fix Strategies
• Theraband, Bear Hug, Back pack
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• Fidgets
Pushing, pulling, squeezing, massaging
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Weighted Products
•Jacket, blanket, lap pad, miracle belt
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Seating
•Cushions: Move n sit and disco sit
•Busylegz
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• Chairs: Sitting posture, Therapy Ball,Ball Chair
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Music
•Mozart for calming and regulating
•Vivaldi for attention
•Clear rhythm and beat for arousaland co-ordination
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C. LearnC. Learn
Self Regulation
•How to maintain a calm alert state
•How to recognise the body needs
–When movement needs areescalating
–When stress and anxiety is escalating
–When attention is reducing
• How to choose the appropriateactivity?
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SelfSelf--RegulationRegulation
• Alert Program. “How does yourengine run?”. Williams &Shellenberger, 1996 Therapy Works Inc
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• Sensory Folderswww.yourtherapysource.com
Movement
Calming
Focus
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• Relaxation Strategies
–Breathing
–Pilates
• Leisure and RecreationalActivities
–Swimming
–Gym
–Climbing
–Trampolining
–Horse riding
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Low Arousal ChildLow Arousal Child
Environment•Bright lights•Variety ofcolour•High energymusic
You•Loud•Animated•High energy
Sensory•Activities to alert the child’s system•Use Proprioception, vestibular, tactile•Fast one directional movements•Enhance tasks with sensory inputs
•Sensory Diet
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OverOver-- Aroused ChildAroused Child
Sensory•Slow repetitive activities•Heavy muscle work•Sensory Diet with lots of proprioception•Predictable activities with definite ends
You•Low slow voice•Regularpredictablevoice pattern•Minimizegestures andmovement
Environment•Clutter anddistraction free•Dull mutedcolours•Quiet andnoise free•Calming music
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Sensory Seeking ChildSensory Seeking Child
Environment•Clutter anddistraction free•Dull mutedcolours•Quiet andnoise free•Calming music
Sensory•Active proprioceptive movements•Linear vestibular movements•Take out overwhelming activities•Sensory diet
You•Low slow voice•Regularpredictablevoice rhythm•Minimizegestures andmovements
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SummarySummary
• Each child is a uniqueindividual with a rangeof sensory thresholdsfor events in daily life.
• I hope we havesparked yourimagination andempowered you tofind ways your canhelp each child.
• Remember
SEE MOTORTHINK
SENSORY!
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Question Time?Question Time?
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ResourcesResources
• To order sensory resources:
– www.homecraft-rolyan.com
– www.rompa.com
– www.fledglings.org.uk
– www.specialdirect.com
– www.spacekraft.co.uk
– www.specialNeedsToys.com
– www.sensetoys.com
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ReferencesReferences “Autistic Spectrum Disorder: Is it Sensory or is it
Behaviour?” (2005) Murray Slutsky, C; Paris, B. ‘’Sensational Kids- Hope and Help for Children
with Sensory Processing Disorder’’ (2006) L. MillerPenguin Books Ltd, London
“The Out of Sync Child” (1998) C. Stock Kranowitz.Skylight Press, New York
“Building Bridges Through Sensory Integration”(2002) E.Yack, P.Aquilla and S.Sutton. SensoryResources, Las Vegas
“Aspergers Syndrome and Sensory Issues”(2000) B. Smith Myles, K. Tapscott Cook, N.E Miller, L.Rinner, L.A Robbins. A.P.C. Kansas
“How Does Your Engine Run?” An Introduction tothe Alert Program for Self-Regulation. (1992).Williams, MS and Shellenberger, S.
“Sensory Integration and the Child”.(1979) Ayres,A. J. Western Psychological Services. Los Angeles, CA
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ResearchResearch
• Disc ‘o’ sit; Pfeiffer, Henry, Miller,Witherell, (2008).
• Weighted Jackets: Vandenberg (2001) andFerteu-Daly, Bedell, Hinojosa (2001).
• Ball Chairs; Schilling et al (2003)