2. Temple is an individual that has lived with Asperger's all of
her life! She is a professor at Colorado State University 3.
Utilize a visual schedule throughout the day (both at home and at
school). Visual schedules are often easier to understand for a
child with autism, or any young child, as there is a pictorial
representation of each activity or time of day. 4. Allowing the
child to take a 2-3 minute movement break every 10-15 minutes. This
break should involve intense movement when possible, such as
jumping jacks, pushups, jumping on a trampoline, etc. When intense
movement is not appropriate, breaks may involve the student walking
to the drinking fountain, getting up to sharpen his/her pencil
and/or walking to the bathroom. If an assigned task involves
intense academic work, such as testing, lengthy projects or
problem-solving assignments the child should be given the
opportunity to take a longer break (approximately 10 minutes) to
allow time for more intense physical exercise. 5. Utilize a timer
during activities and make sure it is visible to the child. Timers
can be either visual, meaning that there is an area of the clock
that becomes shaded and as time elapses the shaded area becomes
smaller and smaller however there is no noise associated with it,
or auditory, in which there is a digital display and an alarm that
sounds when the time has fully elapsed. Using a timer is especially
helpful during preferred activities, such as free-play, as it sets
a clear limit for the child regarding how long they will have to
participate in this designated activity. 6. Provide a toy or item
for the child to manipulate during solitary work. These items are
often referred to as fidgets, and provide the child with an outlet
to release their restlessness. Rather than continuously moving
his/her body, the child can move his/her hands quietly in their lap
or on their desk while manipulating the fidget. 7. These sensory
strategies can be implemented in the classroom, at home and in most
other settings where a child is expected to be able to sit and
attend to a task. Incorporating these strategies into particularly
difficult parts of the day can also have a positive impact on the
child; for example, incorporating physical exercise into
transitional periods may lessen the stress that these times put on
both the child and the adult. These sensory strategies are not
strict rules to abide by, but are general ideas for you to be
expanded upon or adapted to fit each childs individual needs. 8.
The sensory system that responds to changes in head position and to
body movement through space. It coordinates movements of the head,
body, and eyes Activities: Hokey Pokey with big movements Head,
Shoulders, Knees and Toes Dancing (Just Dance on smart board) Sit n
Spin Rolling Rocking Chair 9. Unconscious awareness of sensation
coming through the muscles, joints, and tendons that tells you what
position you are in Activities Stair climbing and/or sliding
Picking up items from the floor (trash, paper clippings etc.)
Pulling or Pushing Big Ball activities Scooter activities 10. The
sensory system that receives sensations of pressure, vibration,
movement, pain, and temperature through connections in the skin
This system helps to tell the difference between threatening and
non-threatenting sensations Activities: Finger painting
Clay/Play-Doh/Putty Walking on the grass with no shoes Texture
adventure bins Glue projects 11. Running, Spinning, or other
movements Provides vestibular and proprioceptive stimulation
Treatments to try: Movement games like tag or relay races Bouncing
on large therapy balls Rocking chair Jumping 12. Pinching,
Squeezing, or Grabbing A students hand may be extremely sensitive
compared to other body parts and sensory input in the palm may help
to override the painful response to a light touch Treatments to
try: Deep pressure massages Hand massages or pressing hands
together Wristbands that provide pressure Vibration toys 13. Takes
off clothing Clue to the fact that the clothing and touch is
uncomfortable to the childs skin Treatments to try: Calming
techniques Soft fabrics Allow child to choose their clothes Allow
the student to take off shoes Avoids eye contact Peripheral vision
could be less stressful or processing visual and auditory input
could be difficult, looking away allows the child to process the
auditory input better PLEASE DO NOT YELL AND TELL THEM TO LOOK YOU
IN THE EYE! Treatments to try: Look into a mirror and gradually
increase to someones eyes Social Stories about making eyecontact
14. These are especially helpful for children with sensory
defensiveness. They help to relax the nervous system Techniques:
Help with heavy work Ripping paper Joint compression Lavender,
vanilla, or banana scents Reduced noise or light levels Sucking
through a straw Bear hugs 15. Can help a child who is either over
or under reactive become more focused and attentive Techniques:
Hard candy Catching/throwing heavy balls Pulling apart toys (Legos,
etc) Adding rhythm to the activity 16. LEGO SENSORY TIME PLAY-DOH
17. WEIGHTED VEST RIPPING PAPER CRAFT
