SENSORY PROCESSING REVIEW & STRATEGIES. WHAT IS SENSORY PROCESSING/SENSORY INTEGRATION? Sensory...
-
Upload
rafe-holland -
Category
Documents
-
view
246 -
download
7
Transcript of SENSORY PROCESSING REVIEW & STRATEGIES. WHAT IS SENSORY PROCESSING/SENSORY INTEGRATION? Sensory...
SEN
SO
RY P
RO
CESS
ING
REV
I EW
& S
TRATEG
I ES
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.
THE FAMILIAR SENSES
We have 5 familiar senses that respond to
sensory input from outside of our body.
Perception of what one hears (sound)
Information from your ears
AUDITORY SENSE
Perception of taste, texture, temperature & flavors
Information through the mouth
GUSTATORY
Perception of what one smells
Information received through the nose
OLFACTORY
Perception of what your eyes see
Information through the eyes
VISION
Touch sense Information
received through the hands & skin
TACTILE
THE HIDDEN SENSES
We have 2 hidden senses that respond
to sensory input inside our body.
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
PROPRIOCEPTIVE • Information from muscles, tendons and joints
Tells us where each part of our body is and how our body is moving through space
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.
FROM OUT OF SYNC CHILD
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
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.
WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?
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
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
WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?
GUSTATORY: Information through the mouth (taste)
-extremely picky eater-puts everything into the mouth-prefers strong flavors
Gustatory input Strategies
For oral seekers:
Allow safe oral input (for oral seekers)
Use really chewy foods for snacks
water bottle
gum
WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?
OLFACTORY: Information through the nose (smells)
-feels sick when strong smelling foods are served in the cafeteria
-objects to smells others don’t notice OR undersensitive to odors
-smells/sniffs everything they come into contact with-can be a picky eater
Olfactory input strategies
Try to keep lotions and perfume to minimumBe conscious of smells of cleaning products in environmentLunch room can be overwhelming for some studentsSocial narratives to address olfactory issues
WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?
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)
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
WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?
TACTILE: Information through the layers of skin (touch)
-dislikes glue, marker, paint on their hands OR seeks messy activities
-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
Tactile activity StrategiesUse 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
WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?
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
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
WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?
VESTIBULAR: Information from movement
-fear with motion, spinning, swinging, anxious if feet leave ground
-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
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
FIDGET USE
USE OF CLASSROOM STRATEGIES TO ADDRESS SELF-REGULATION ISSUES• Brain breaks
• Yoga
• Brain gym
• Water bottles
• snack
RECESS
• Appropriate alternative physical activity is recommended if recess loss is a consequence for a behavior plan.
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
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.
WHEN TO CALL IN THE OT
Consistent application of universal strategies is needed over a period of time before calling in the
occupational therapist.
Leanne DeckerTammy FickiesJodie FowlerSue KorteMya Pakonen-ZubalKari SchroederAngie SellEllen SimmonsKen TsangStacy TurkeDonna Walker
REFERENCESWilliams, 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.