stop the world, i need to get off: the future of processing

The Future of Sensory Processing

Disorder in the Classroom

Daniel W. Eadens, Ed.D. University of Southern Mississippi

Danielle M. Eadens, Ph.D.

St. Petersburg College

Florida Council for Exceptional Students Conference October 2011

Stop the World, I Need to Get Off:

Drs. Daniel & Danielle Eadens FCEC 2011 2

“SPD is a neurologically-based disorder where the brain does not properly process and integrate input from the body’s sensory systems.” ~Dr.Eadens

I have selective hearing or difficulty listening

Well Documented Children respond to sensory experiences differently from peers without

disabilities. Sensory Processing Disorders (SPD) are well documented :

• Initial Sensory Integration theory from Dr. Jean Ayres in the 1960s • Basic Science Literature (Ornitz, 1989; Ornitz, Lane, Sugiyama, &

de Traversay, 1993; Yeung-Courchesne & Courchesne, 1997), • Clinical Literature (Ermer & Dunn, 1998; Kientz & Dunn,1997;

Watling, Deitz, & White, 2001) • First-Person Accounts (Cesaroni & Garber, 1991; Grandin, 1995),

including Eadens & Eadens, 2011 at FCEC. Note: Initial appearance of Sensory Processing symptoms often predate diagnosis (Adrien et al., 1993; Baranek, 1999; Dahlgren & Gillberg, 1989; Lord, 1995).


Current Research on Diagnosis & Origin

OTs use the Sensory Profile (1999) & and the Sensory Processing Measure (2007) to assess the sensory needs of children. Both have significant reliability (internal consistency and inter-rater reliability), (Brown, Morrison, & Stagnitti, 2011).

Welters-Davis & Lawson (2011) studies the relationship between

SP and Parent–Child play preferences. Results suggests a possible relationship between some parent and child SP patterns and between parents' SP patterns and their play preferences with their children.


Current Research May-Benson, et al. (2010) systematic review of 27 studies, results

indicated that the SI Therapy approach: – often results in positive outcomes in sensorimotor skills and

motor planning; socialization, attention, and behavioral regulation; reading-related skills; participation in active play; and achievement of individualized goals.

– Gains in gross motor skills, self-esteem, and reading gains may be sustained from three months to two years.

In an inclusive kindergarten classroom, sensory needs and other occupational skill sets can be better met with an Occupational Therapist co-teacher to improve student results (Silverman, 2011)



Image courtesy of Asperger Syndrome & Sensory Issues

“Muscles”

“Balance”

(prō'prē-ō-sěp'shən)

Sensory Disorder Subtypes • Sensory Modulation Disorder

– Difficulty taking in sensation so that response, level of arousal, and emotional tone are not appropriate to the situation

– Includes children who seek/avoid sensations • Sensory discrimination disorder

– Difficulty recognizing or interpreting differences or similarities in qualities of stimuli

• Sensory-based motor disorder – Dyspraxia (planning movement) – Postural-ocular disorder (controlling movement)

Drs. Daniel & Danielle Eadens 7

Citations: -Teresa Leibforth, OTR/L & Karen Nathan, OTR/L -SPD Fact Sheet for MDs

http://www.thespiralfoundation.org/pdfs/Fact Sheet for MDs PDF.pdf�

Sensory Profiles (*Subtypes)

J (DOB 2005) *Sensory-based Motor Disorder *Sensory Modulation Disorder SEEKER -Auditory -Visual (art-related) AVOIDER -Vestibular -Proprioception -Tactile -Gustatory -Visual & Olfactory (unpleasant-

food related only)

Z (DOB 2008) *Sensory Modulation Disorder SEEKER -Vestibular -Proprioception -Visual (esp. videos) -Tactile AVOIDER -Auditory -Gustatory (learned vs. innate?)


Best Practices Children BEST benefit from sensory integration therapy

(SIT) when all stakeholders: communicate, collaborate , create, commission, and carryout a specific “sensory diet” plan for the child based upon the child’s specific needs, circumstances, history, and severity.

• Occupation Therapist • Physical Therapist • Classroom Teacher • Special Educator • Counselor • Parent


Sensory Diet • “A sensory diet is a daily or weekly list of

activities that the child can engage in during regular routines to help maintain an optimal state of arousal” (Spiral Foundation).

• Home versus school

Drs. Daniel & Danielle Eadens FCEC 2011 10 Extreme Home Makeover, Vardon Family

J’s Sensory Diet Home AM -Food side & toothpaste flavor

choice -Music on the way to school PM -Body sock -Trampoline -Finger strengthening -Swing -Walk/ride -Brain activating dance -Soft sherpa blanket & animals -Classical music overnight Rocking hold: as needed

School -Recess, including swings (Accommodations per 504) -Special cushion -Slant board (handwriting) -Sensory breaks

(opportunity to get up, chair pushups, etc.)

-Sensory items as needed -Testing breaks -Preferential seating to

reduce distraction/overload


Z’s Sensory Diet

Specials MWF: dance, gymnastics, sports

Swings, balance beam Opportunity to play alone or

in different room if needed


AM Trampoline PM Trampoline Swing/walk Foot rub Scalp massager Classical music overnight

(desensitization) Body sock: as needed

Home

School

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Occupational Therapy • Swinging • SteamRoller • Climbing • Jumping • Fine motor muscle

development (writing, building with small items, etc.)

Z • “Crashing” • Jumping • Executive

functioning planning • Fine motor task

speed Drs. Daniel & Danielle Eadens

FCEC 2011 13

Sensory Changes - Vestibular • Since J started therapy three years ago,

high improvements: – Age 3: Did not like to be swung around – Age 3.5: Starts to like & seek out swings – Age 5: Went on Thunder Mountain – Age 6: Wants to fly!


Sensory Changes – Feeding (J) • Gustatory - Mild improvements

– Age 3: Will not try anything completely new – Age 3.5: Trying anything new at least once – Age 5-6: “too salty” if he does not like the taste

• Tactile/Visual –Mild improvements – Age 3: If it looks like I won’t like it, not trying it. Texture

stronger than taste – Age 4: Learning to describe different textures, preferences

still strong – Age 5-6: Taste = texture. Less revulsion to unwanted texture ,

but still a struggle • Olfactory – Moderate improvement

– Age 3: If there’s a smell in the room I don’t like, I’m not eating anything.

– Age 4: Selecting spices (cinnamon!) – Age 5: Willing to try a food even if he does not like the smell


Classroom Teacher Strategies • Plan your lessons using Universal &

Differentiated approaches that include planned opportunities to build sensory opportunities

• Provide ways for kids to get their sensory needs met as a part of your lessons (the needs will be met – either you choose or they will ;)

• Do brain building activities that develop connections between hemispheres (music, brain dance, brain gym, swinging side-to-side, motor & cognitive activities paired together…)

• Know your kids and ensure that they get the services they need, including early intervention for SPD.


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Future of SPD in the Classroom • Eventually, probable

addition to the DSM & is already in most pediatrician guides.

• Expect it to be diagnosed more commonly

• ADHD students may be reclassified if misdiagnosed

• Increased partnerships with OT for early screening and intervention planning

• Will become part of the data used in planning a more effective learning environment for ALL students Drs. Daniel & Danielle Eadens FCEC 2011 17

Instructional Programming & Lesson

Planning

Learning Styles

Academic data

Sensory needs

Children's Literature on Sensory Disorders

• Meghan’s World by Diane Renna • This is Gabriel Making Sense of School by

Hartley Steiner • Arnie and His School Tools by Jennifer

Veenendall • Squirmy Wormy by Lynda Farrington Wilson • Howard B. Wigglebottom Learns to Listen by

Howard Binkow (not on Sensory but highly recommended to assist in direct instruction needed for organization/listening)


Resources to recommend for sensory feeding issues

• Just Take A Bite: Easy, Effective Answers to Food Aversions and Eating Challenges by Lori Ernsperger, Ph.D.

• Cooking Art: Easy Edible Art for Young Children by MaryAnn Kohl & Jean Potter

• Eating for Autism: The 10-Step Nutrition Plan to Help Treat your Child’s Autism, Asperger’s, or ADHD by Elizabeth Strickland, MS, RD, LD


Recommended Resources for Parents/Teachers

• Raising a Sensory Smart Child by Lindsey Biel, M.A., OTR/L & Nancy Peske

• Answers to Questions Teachers Ask about Sensory Integration by Jane Coomar, PhD, OTR/L, FAOTA , Carol Kranowitz, MA, & Stacey Szklut, MS, OTR/L

• The Out-of-Sync Child Has Fun by Carol Kranowitz, M.A.


stop the world, i need to get off: the future of processing

Education

sensory profiles

sensory experiences

eadens eadens

daniel danielle eadens

sensory needs of children

sensory processing measure

sensory integration

specific sensory dietplan