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SENSORY PROCESSINGLocation: George Jay Elementary SchoolMay 20, 2011Presenter: Tammy Ishikawa (OT)QACCH School Age Program, VIHA
SENSORY PROCESSING BASICS
Countless bits of sensory information enterour brains at every moment – not only fromour eyes and ears, but also from every placein our bodies. The brain must organize andintegrate all of these sensations and decidewhich ones to pay attention to or ignore.Only then can an individual move, learn,focus and behave in an optimal manner.
- Jean Ayres
THE FAR SENSES
THE NEAR SENSES
OTHER INTEROCEPTIVE SENSES:
These can hugely affect our ability to self-regulate:
Examples: Sleepy Hungry Stressed Angry
SELF-REGULATION
Is the ability to attain, maintain, and change arousal appropriate to the task or situation
We use different sensory experiences to keep ourselves regulated throughout the
day, it’s like the VOLUME CONTROL of our Central Nervous System
Self regulation assists us with being able to: Attend to tasks Use impulse control Maintain appropriate level of frustration tolerance Balance emotional reactions
SENSORY PROCESSING DIFFICULTIES
When sensory signals are not organized into appropriate responses
3 types of sensory processing difficulties occur:
i. Over – responsivityii. Under – responsivityiii. Sensory Seeking
SENSORYOVER – RESPONSIVITY
Shutdown
Perceive sensory input as dangerous –activates arousal and emotional centers in brain – fight or flight
Children respond to sensory messages more intensely, more quickly and/or for a longer time than children with typical sensory responsivity
OVER-RESPONSIVITY LOOKS LIKE:
Being bossy, picky High ability to notice,
hypervigilant Distractibility,
hyperactivity, poor attention
“Complainer” - noise, clothing tags, food
Discomfort with close physical proximity
Rigidity, likes routine
Uncooperative, noncompliant
Emotional reactivity Upset by transitions Avoids groups Shutdown
SENSORY UNDER-RESPONSIVITY
Children with sensory under-responsivity exhibit less of a response to sensory information than the situation demands
They take longer to react and/or require relatively intense or longer lasting sensory messages before they are moved into action
These children also prefer solitary activities, and are often quiet
Just because they are sitting still doesn’t mean they are listening or learning
UNDER RESPONSIVITY LOOKS LIKE: Uninterested/Bored
looking Tired Looking (e.g.
yawning, head in hand, slouching in chair)
Lethargic Self – Absorbed Misses social &
environmental cues Once engaged, have
good attention to task
SENSORY SEEKING
Active strategy
Actively seek sensation, often in ways that are disruptive to daily routines and activities
They can become demanding if those needs are not met
SENSORY SEEKING LOOKS LIKE: Fidgety, excitable “Hyperactive” Risk-taker Preference for loud
noises (including their own)
Invasive social interactions
(e.g. touching or knocking over other children)
Seems unable to stop talking, or take turns in conversation
Emotionally reactive
SUMMARY
SENSORY MODULATION CONTINUUM
Under Responsive / Just Right / Over Responsive(High Threshold) (Low Threshold)
Poor Registration Sensitivity to Stimuli
Sensory Seeking Sensation Avoiding
Fight, Flight or Freeze
COMBINED PATTERNS
Children may experience components of any of the three different sensory processing patterns
For example, they may experience tactile sensitivities and seek movement
Patterns of sensory processing are not problematic unless they interfere with function
WHY SENSORY STRATEGIES?
To help facilitate attention To help a child learn to self-regulate their
bodies for learning and engaging with their environment
To help a child maintain a state of calm rather than fright, flight or freeze
To help a child slowly be able to tolerate more in their environment
To help manage frustration and balance emotional reactions
To help learn impulse-control
TOOLS FOR THE MOUTH
Crunchy snacks (carrots, pretzels, popcorn) Chewy snacks (raisins, bagels, twizzlers) Chew on coffee swizzle sticks Chewy Tube/Chewlery Suck on hard candy Suck on water bottle with straw Chew gum Have frozen popsicles or ice ready to chew
TOOLS FOR THE BODY Movement breaks (handing out papers, delivering
notices around the school, returning library books)
Heavy work activities or resistive activities that involve lifting, pulling, pushing, and carrying(wall push-ups, wiping boards, chair push-ups, stacking chairs, etc.)
Alternate seating (sissel seat, therapy ball, t-stool, standing)
Yoga Theraband Exercises Weighted blankets and Bear-Hug Vests Massage or Vibration Body Sock Lap Snake
TOOLS FOR THE BODY CON’T Medicine Ball Games Jump Rope Trampoline Hopping on Balls Scooter Board Games Spinning Disk Climbing on the playground Hopscotch Running, Galloping, Skipping Swings Elastic Tunnels Ball Pits
TOOLS FOR THE HAND
Hand fidgets - squeeze balls, koosh ball, flour-filled balloon, smooth river rock, tangles etc.
Finger/Spider Push-ups Learning to twist a pencil or a penny in hand Putting nuts/bolts together and pulling apart Touching things of different consistencies
(e.g. sand bucket, water, rice, scratchy, smooth, etc.)
TOOLS OF THE EYES
Use bright lights for alerting Use natural or dim lights for calming Looking at a fish tank or lava lamp Think about simplifying the environment
(e.g. decrease amount of clutter for improved attention)
Use a reading tent or carrel to focus Use a visual schedule or a visual timer
TOOLS OF THE EARS
Balance quiet and “noisy” work times Headphones (with or without music) to block
out extraneous noise Music for alerting or calming, such as
therapeutic listening CD’s or drumming music
Separate space for those who need quiet or to talk to themselves
IMPORTANT TO COMBINE WITH TOP-DOWN STRATEGIES
Self-talk to stay on task Remind self of consequences Check lists and rewards Positive self-talk 1, 2, 3, … count Visualization Review step-by-step instructions or calm-
down strategies (e.g. with a 5 point scale)
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