Sensory Sensory Activities for Activities for

the Classroomthe ClassroomMaureen PieringerMaureen Pieringer

Carol LavoieCarol LavoieJenn JensenJenn Jensen

Debbie ShatrowskyDebbie ShatrowskyKathy CaplinsKathy Caplins

Session ObjectivesSession Objectives

Participants will gain a basic Participants will gain a basic understanding of the sensory systemunderstanding of the sensory system

Participants will learn how the Participants will learn how the environment can effect individuals environment can effect individuals with sensory processing deficitswith sensory processing deficits

Participants will learn sensory Participants will learn sensory strategies for use in the classroomstrategies for use in the classroom

What is What is Sensory Sensory

Integration?Integration?

The organization of The organization of sensory information from sensory information from one’s own body and from the one’s own body and from the

environment for use (Ayres environment for use (Ayres 1988).1988).

What is sensory What is sensory integration dysfunction?integration dysfunction?

The person cannot The person cannot properly regulate his/her properly regulate his/her sensory input appropriate sensory input appropriate for the situation.for the situation.

http://www.incrediblehorizons.comhttp://www.incrediblehorizons.com

Sensory Processing Sensory Processing SystemsSystems

VisualVisual

AuditoryAuditory

Oral/tasteOral/taste

Olfactory/smellOlfactory/smell

Sensory Processing Sensory Processing SystemsSystems

Tactile/touchTactile/touch

Vestibular/movementVestibular/movement

Proprioceptive/deep Proprioceptive/deep

pressurepressure

When we have trouble with When we have trouble with Sensory InputSensory Input

•Hyper-reactiveHyper-reactive….….

Sensory Avoiders….Sensory Avoiders….

o Hypo-reactiveHypo-reactive……

• Sensory SeekersSensory Seekers………………

Hyper-reactiveHyper-reactive• Easily overwhelmedEasily overwhelmed• Reactive/impulsiveReactive/impulsive• Negative affectNegative affect• Unable to focus & attendUnable to focus & attend• Pulls away when being touchedPulls away when being touched• May over react to stimuli: May over react to stimuli:

smells, food/materials (textures or smells, food/materials (textures or consistency), unexpected touch, consistency), unexpected touch, soundsound

Sensory Sensory AvoidersAvoiders

Actively WithdrawsActively Withdraws Doesn’t interact with othersDoesn’t interact with others Wants to control everythingWants to control everything Limits exposure to sensory Limits exposure to sensory

input, movement, food, input, movement, food, clothing, etc.clothing, etc.

Explosive when control is lostExplosive when control is lost Affect is fearful or anxiousAffect is fearful or anxious

Sensory SeekersSensory Seekers• EEnjoys sensationnjoys sensation• CCreates sensations in the reates sensations in the

environmentenvironment• RRisk Takers, Action is impulsiveisk Takers, Action is impulsive• ““CCrash and Bangrash and Bang””, bouncers, climbers, bouncers, climbers• SSpins or rocks desk or chair incessantlypins or rocks desk or chair incessantly• TTouches, smells, moves constantlyouches, smells, moves constantly• mmay use others to meet sensory needsay use others to meet sensory needs

Hypo-reactiveHypo-reactive

““Wall Flowers” Wall Flowers” Need a ‘jump start’ Need a ‘jump start’ Don’t notice detailsDon’t notice details Misses sensory informationMisses sensory information Tend to have low toneTend to have low tone Flat AffectFlat Affect Action is passiveAction is passive

How do we help?How do we help? Determine child’s preferred Determine child’s preferred

sensory intakesensory intake Choose activities based on child’s Choose activities based on child’s

motivationmotivation Sensory intervention plan/sensory Sensory intervention plan/sensory

dietdiet Alert ProgramAlert Program Special Education and Special Education and

Occupational therapy department Occupational therapy department currently developing a systematic currently developing a systematic approachapproach

How do we develop a How do we develop a sensory intervention plan sensory intervention plan

and help regulate the and help regulate the child?child?

Gather baseline data of behaviors Gather baseline data of behaviors you want to change (based on you want to change (based on outcome of motivational outcome of motivational assessment scale)assessment scale)

Create and start a sensory schedule Create and start a sensory schedule using activities from preferred list using activities from preferred list

Gather post data Gather post data Tweak plan as neededTweak plan as needed

Preferred Sensory InputPreferred Sensory Input Some children need less stimulation. Some children need less stimulation.

Dim the lights and play soft soothing Dim the lights and play soft soothing music. Comfort with deep pressure music. Comfort with deep pressure bear hugs. Provide a retreat.bear hugs. Provide a retreat.

Some children require more sensory Some children require more sensory

stimulation. Take frequent walks, stimulation. Take frequent walks, trampoline, tickles, bouncing on ball, trampoline, tickles, bouncing on ball, engage in gentle roughhousing. engage in gentle roughhousing.

Alert ProgramAlert Program

Helps students to understand how Helps students to understand how their level of alertness affects their level of alertness affects their ability to function their ability to function successfully in school.successfully in school.

Teaches students via activities Teaches students via activities how to regulate their alertness for how to regulate their alertness for listening and learning.listening and learning.

Alert ProgramAlert ProgramRegulation occurs via Regulation occurs via

sensory-motor strategiessensory-motor strategiesAppropriate age range for Appropriate age range for

use- cognitive age of 8+ use- cognitive age of 8+ yearsyears

Low Just Right

High

Sensory in the Sensory in the ClassroomClassroom

Oral motor- crunchy or chewy Oral motor- crunchy or chewy foodsfoods

Heavy jobsHeavy jobs Deep pressure- wall, desk or Deep pressure- wall, desk or

chair push-upschair push-ups Alternative learning positions- Alternative learning positions-

standing, lying on stomachstanding, lying on stomach

Sensory in the Sensory in the ClassroomClassroom

Bunny hopsBunny hopsStretching Stretching Crossing midline-windmillsCrossing midline-windmillsSip waterSip waterFidgetsFidgetsRest/calming areaRest/calming area

Sensory in Sensory in the the

ClassroomClassroom Reduce visual clutterReduce visual clutter Be cognizant of noises- doors, pencil Be cognizant of noises- doors, pencil

sharpeners, intercom speaker, printerssharpeners, intercom speaker, printers Calming aromas- vanilla, coconut (plug-Calming aromas- vanilla, coconut (plug-

ins can induce headaches in some, can ins can induce headaches in some, can use lotions but check first with parent)use lotions but check first with parent)

Alerting aromas- orange or any other Alerting aromas- orange or any other citruscitrus

We may use sensory We may use sensory for the following for the following

Reasons Reasons Increase focus and attention to taskIncrease focus and attention to task CalmingCalming To decrease self injurious behaviorTo decrease self injurious behavior To replace disruptive behaviorsTo replace disruptive behaviors To rev up an under responsive systemTo rev up an under responsive system

Precautions Precautions and and

ContraindicationsContraindications

SpinningSpinningWeighted vests and Weighted vests and

blanketsblanketsMoving equipmentMoving equipment

Available resourcesAvailable resources The Alert Program: How does The Alert Program: How does

your engine run? Therapy your engine run? Therapy Works Inc. alertprogram.com Works Inc. alertprogram.com

incrediblehorizons.comincrediblehorizons.com abilitations.comabilitations.com therapyshoppe.comtherapyshoppe.com Contact your school-based OT Contact your school-based OT

for specific cases for specific cases