Topics

2. Topics Description of Sensory Systems Sensory Processing Differences in Persons with ASD Impact of Sensory Processing Differences Strategies for School and Home Components of a Sensory Diet

3. Description of Sensory Systems

4. The Sensory Systems Visual Auditory Taste Smell Touch Vestibular Proprioception

5. The Power Senses • Proprioception • Vestibular • Touch

6. The Power Senses Enable us to: • Feel safe and secure • Direct and sustain attention • Move without fear • Use our bodies automatically to perform motor tasks Barker, 2009

7. Sensory Processing Differences in Children with ASD

9. The Sensory Systems Visual Auditory Taste Smell Touch Vestibular Proprioception

10. In Their Own Words “Touch from another human being can be excruciating.” “Tidal waves of stimulation” “Overpowering smells, distorted sights” “It’s hard to understand what somebody is saying when you constantly have to interrupt your listening to translate the words.” “The world is like an FM radio station that is not exactly tuned on the station.”

11. In Their Own Words My senses seem to work on a quota system. I only have a set amount of energy or capacity to deal with incoming sensory information. I refer to this as my finite number of Sensory Processing Units... if I am in a dark room, I can tolerate more auditory chaos because my eyes are not busy. If I am in a quiet library, I can tolerate the quiet lights slightly longer because my ears aren't dealing with a lot of noise. ZosiaZaks

12. Activity Sensory Stations Let’s see how it feels!

13. Impact of Sensory Processing Differences

14. Behavior Response Continuum (Dunn) Hypo-responsive = under-responsive • Need more stimuli to react • Seek many sensory experiences Hyper-responsive = over-responsive • Can’t block out stimuli and get overwhelmed • Avoid or be unwilling to try new things

15. Sensory Defensiveness (Wilbarger) The over-activation of our protective sense Flight, fright, or fight reaction

16. Self-Regulation (Williams & Shellenberger) The ability to change your behavior and level of activity to fit the situation

17. ActivitySensory Motor Preference Checklist (Williams & Shellenberger) • What calms your engine down? • What “revs” your engine up?

18. Activity Go to the Child Profile & complete Sensory Questions 1, 2 and 3 • What sensations appear to be difficult for this child to process? • What sensations appear to trigger a fight/flight/fright response for this child? • What behaviors does the child exhibit that may meet sensory needs?

19. What Would You Do?Steven’s Sensory Profile What sensory systems appear to be over-responsive for Steven? What sensory systems appear to be under-responsive for Steven? What state of arousal is Steven in for most of the day?

20. Strategies for School and Home

21. Accommodations and Modifications Physical adaptations • Room arrangement • Seating • Dividers / organizers • Materials • Quiet areas / break areas • Traffic flow

22. Accommodations and Modifications Visual accommodations • Use color or pictures • Reduce visual clutter • Use schedules • Address lighting needs • Indicate boundaries

24. Accommodations and Modifications Auditory modifications • Use music for transitions • Limit verbal exchanges • Allow for processing time • Minimize distracting sounds • Use headphones • Muffle or forewarn about loud sounds

25. Accommodations and Modifications Reduce distractions • Organize supplies, toys • Keep area clean • Cover or put away materials/toys not in use • Provide breaks • Be mindful of individual distractions (temperature, smell, visual, auditory)

27. What Else Can We Do to Help Steven?

28. Components of a Sensory Diet

29. Sensory Diet • Activities individualized based upon the child’s responses to sensory input • Activities implemented throughout the day and in a variety of settings • Activities proactively implemented as part of a natural routine

30. Examples of Activities Found in Sensory Diets Vestibular • Rocking • Swinging • Dancing • Jumping on a trampoline • Power walking • Spinning Proprioception • Pushing, pulling, tug of war • Carrying, lifting • Reaching, stretching

31. Examples of Activities Found in Sensory Diets Oral • Chewing • Sucking • Blowing • Experimenting with taste/texture Tactile • Massaging • Sandwiching • Playing with textures

32. Nature walking Rolling, crawling, climbing Running, jumping, dancing Climbing stairs Pulling wagon Stretching Biking Singing Cooking Carrying library books Naturalistic Sensory Activities- Motor -

33. Naturalistic Sensory Activities- Play - • Music • Construction toys (Megablocks, magnet or bristle blocks) • Puzzles or Playdoh • Textured toys and balls • Vibrating toys / pens

34. Sensory Emergency Kit Items: Sample List (Zaks, 2006) • Sunglasses • Walkman, earplugs, or noise cancellation earphones • Snacks/drinks/gum/candy • Tactile items/small toys • Extra clothing

35. Steven’s Naturalistic Sensory Activities • What are some possible goals for Steven? • What activities can we utilize and how can they be implemented?

36. Activity Go to the Child Profile and complete Sensory - Questions 4 and 5 4.What sensory activities and accommodations and modifications appear to help the child: • Stay calm? • Stay alert? • Address fight/flight/fright? 5. How might you incorporate calming or alerting activities into this child’s day, and what activities would those be?

37. Assessment of SupportsIs the child.. • More alert? • More tuned in? • Better able to focus? • Better able to attend? • Less explosive? • More interactive? • Less stressed? • Calmer? • Less unpredictable?

38. Closing Points • Seek to understand the unique sensory needs of the child and their impact on behavior • Provide modifications and accommodations, including sensory activities, to support each child’s unique sensory needs