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)