REVIEW OF SENSORY REVIEW OF SENSORY PROCESSING AND PRACTICAL PROCESSING AND PRACTICAL STRATEGIES FOR TEACHING STRATEGIES FOR TEACHING SELF REGULATIONSELF REGULATION

Lynn Fisher, OTRPat Adler, OTA

Paula Buege, District Parent Liaison

WHAT IS 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.

OUR SENSES AND BRAIN PLASTICITY

Sensations come into nerve endings in our body traveling to many areas of our brain.

Our brain compares each incoming sensation with other incoming sensations and then decides how to respond.

The brain is constantly evolving and capable of structural change until we die.

The more we challenge our brain by learning and doing the more connections and pathways our nervous system makes, from stringing beads to playing an instrument.

The more we repeat the new skill, the stronger the pathways in the brain become and the skill becomes automatic.

Intervention for sensory struggles can make a huge difference at any age.

EXAMPLE OF BRAIN PLASTICITY

Learning to play the guitar

When you first play a chord, a neural connection is made.

Each time you play the chord, the connection is facilitated.

Eventually, your fingers know how to play it without conscious thought

You have, in effect, remodeled your brain.

(from Raising A Sensory Smart Child)

THE FAMILIAR SENSES

We have 5 familiar senses that respond to sensory input from outside of our body.

Auditory (sound)Auditory (sound) -Information through the ears Gustatory (taste)Gustatory (taste) -Information through the mouth Olfactory (smell)Olfactory (smell) -Information through the nose Visual-(seeing)Visual-(seeing) -Information through the eyes Tactile (touch)Tactile (touch) -Information through the hands &

skin

THE HIDDEN SENSES

We have 2 hidden senses that respond to sensory input insideinside our body.

VestibularVestibular – Information about movement through the inner ear

ProprioceptiveProprioceptive - Information from muscles, ligaments, and joints

THE TWO HIDDEN SENSES:VESTIBULAR AND PROPRIOCEPTIVE

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.

NORMAL DEVELOPMENT OF SENSORY INTEGRATION IN INFANTS AND CHILDREN

The development of Sensory integration is similar to a child building with blocks

Each block rests on the building blocks under it.

Level 1Level 1- Hidden senses (Proprioceptive & Vestibular) +

Tactile

Level 2-Level 2- Perceptual Motor Foundations

Level 3-Level 3- Perceptual Motor Skills

From “Out of Sync Child”

WHAT IS SENSORY INTEGRATION SENSORY INTEGRATION DYSFUNCTION?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

From “Out of Sync Child”

WHAT DOES IT LOOK LIKE?

Some individuals may be overly sensitive, 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.

An Occupational Therapist can guide

programming to assist in alleviating the difficulties

WHAT DOES IT LOOK LIKE? What can we do about it?

AUDITORY:AUDITORY: Information through the ears (sound) covers his/her ears during assemblies, gym and music classes, fire

drillsStrategiesStrategiesEar phones or ear plugsPrior notice of fire drillsSitting away from speakersBal-a-vis-x

GUSTATORY:GUSTATORY: Information through the mouth (taste) extremely picky eater puts everything into the mouth StrategiesStrategies Eight introductions Never force Teach safety and cleanliness; look first, ask second, and then insert

WHAT DOES IT LOOK LIKE? What can we do about it?

OLFACTORYOLFACTORY:: Information through the nose (smells) feels sick when strong smelling foods are served in the cafeteria smells/sniffs everything they come into contact with StrategiesStrategies Expand repertoire of smells

VISUAL:VISUAL: Information through the eyes, including sight squints because light seems too bright trouble focusing on any one object or person/too many difficulties eye tracking activities StrategiesStrategies Bal-a-vis-x program Sun glasses or brimmed hats Lighting changes I see a…….. Seated in front of the classroom Rooms near and organized Double doodle activities

WHAT DOES IT LOOK LIKE? What can we do about it?

TACTILE:TACTILE: Information through the layers of skin (touch) doesn’t like glue, marker, or paint on their fingers or hands does not like to be touched child doesn’t notice food on their face

StrategiesStrategies Shaving cream, finger paints, play-doh, sand play, water play, two hands, hammer and nails, sandpaper, rolling out pizza, bread or cookie dough

Brush with towelScrubbyWash, brush, comb hairBig bear hugs often

WHAT DOES IT LOOK LIKE? What can we do about it?

PROPRIOCEPTIVEPROPRIOCEPTIVE: Information through the muscles and joints

looks clumsy trouble learning new body movements

StrategiesStrategies for PROPRIOCEPTIVE/resistive activities for PROPRIOCEPTIVE/resistive activities:Crawling gamesBrain Gym programBal-a-vis-x program

What interests them? Break down into smaller steps

WHAT DOES IT LOOK LIKE? What can we do about it?

VESTIBULARVESTIBULAR: Information from movement difficulty with motion, spinning, or swinging craves motion, spinning, and swinging

Strategies:Strategies: Astronaut program

Introduce activities slowly Never force a child

Repeat an activity that they likeBal-a-vis-x with balance board

What happens when What happens when a child is distressed?a child is distressed?

Brain powers down Child can’t process: listen or think May act out aggressively

WHAT TO DO? WHAT TO DO? Strategies when in distress:Strategies when in distress:

Adult needs to introduce the Adult needs to introduce the strategy to teach/help child to strategy to teach/help child to

regulateregulate Calm yourself- physiologically, mentally

& emotionally (deep breaths) Meet basic needs: Food, Hydration, Health, Sleep Stop talking!!

WHAT TO DO? WHAT TO DO?

Listen, and listen some more Validate his/her feelings Collaborative Problem Solving:

involve the youth in the solution Offer appreciations often

Preventative Sensory StrategiesPreventative 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

Oral InputOral Input:: Chew Gum: Stride Winter Blue Suck applesauce, yogurt or pudding through a straw Blowing bubbles, harmonica or kazoo, singing, playing instrument,

hummingProprioceptive & Vestibular InputProprioceptive & Vestibular Input: Bounce, stomp, jumping, running, walking, spinning, clapping,

punch bag Provide naturally occurring job that involves heavy work: lifting, pushing, pulling, climbing stairs/hills, raking, digging,

sweeping, wrestling, crashing Deep pressure: bear hugs, steam rolling, body sack, brushing and joint compressions (Wilbarger), massage Weighted blankets, vests, lap buddies (follow an Occupational

Therapist’s recommendations) Compression Suits/Body Armor

Preventative Sensory StrategiesPreventative 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

Rhythm calms; one beat per second is said to be the healthiest rhythm

to slow down heart rate, speech & respiration to relax and calm. Beat on a drum one beat per second. Swinging, rocking, walking, biking, running. Yoga exercises, deep breathing, meditation Play soft music, use white noise/fan or water/ocean waves. Stroking or walking a pet Dim the lights, use natural or full spectrum lighting Turn off the TV and radio Ask the child what he wants or needs (often he’s telling us and we aren’t listening).

SENSORY DIET

Patricia Wilbarger, an occupational therapist, coined the term.

A personalized schedule of sensory activities that gives your child the sensory fuel his/her body needs to get into an organized state and stay there.

Provides the sensory input necessary at regular intervals throughout the day to maintain appropriate arousal and sustain attention for each desired activity.

(from Raising a Sensory Smart Child)

DEVELOPING A HOME SENSORY DIET

Work with an Occupational Therapist if possible.

Begin with observations, what behaviors are you seeing?

Look for patterns or differences in behavior in various environments & with different stimuli.

Begin to give the child the sensations they are needing in a safer, healthier way.

Long term goal is for child to self -regulate.

www.sensory-processing-disorder.com/sensory-diet.html

REFERENCES

Williams, 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.