Occupational Therapy Sensory Integration Interventions Part 3

1. Occupational Therapy Sensory Integration Interventions Part 3 Stephanie M. L. Potts, MOTR/L

2. Ball Chair • Ball chairs are a type of adaptive seating which can help students who have difficulty attending while in the classroom. • When a ball chair is determined to be an appropriate intervention for a student a parent consent form is sent home which included the research that supports the use of ball chairs. • A ball chair is never implemented until after a parent consent form is received back.

3. Evidence Based Literature on Ball Chairs • A research study done in 2003 states, “researchers have found that children using therapy balls in the classroom can improve attention, sustained sitting, and school performance,” (Schilling, Washington, & Dietz, p 535). • The study goes on to state that ball chairs can help students within the classroom exhibited by: “less sleeping in class, less disruptive behavior (out of seat), less distraction to the teacher” (Schilling et al., 2003, p 537).

4. Implementation • Ball chairs can be used within the classroom on a daily basis. • The student is able to use the ball chair in replace of a typical chair and may use it throughout the duration of the day. • The occupational therapist will review the ball chair rules with the student and provide a copy to the teacher as well.

5. Multisensory environment • “Multisensory environments (MSE) are rooms or spaces containing equipment that is designed to provide sensory stimulation to the user” (Stephenson & Carter, 2011, p 276). • MSE are used to help develop play skills and social skills; which foster the development of a successful student role.

6. MSE at Colwyck Elementary School • Items in a MSE can include: swings, a ball pit, therapy balls, a hammock, a bubble projector, a tunnel, toys that light up and vibrate. • An example of a MSE at Colwyck is our crash room. • Currently our Crash Room at Colwyck consists of: a trampoline, a tunnel, a blackboard wall for multisensory approach to handwriting, therapy balls, scooters, weighted blankets, a ball pit, a swing, and bean bag chairs.

7. Implementation • The Crash Room is to be used under supervision of the occupational therapist. • It is recommended to be used no more then 1-2 times a day for no greater then 20-30 minutes at a time. • If the student ever feels dizzy, nauseous, or over stimulated the use of it should immediately be discontinued at that time.

8. Weighted blanket • Weighted blankets provide students with increased activity the extra calming deep pressure input their bodies crave. • A research study conducted by Mullen, Champagne, Krishnamurty, Dickson, and Gao (2008) was done to determine the safety and effectiveness of the use of a 30 pound weighted blanket on a random sample of adults for 5 minute intervals. Results concluded that adults saw an increase in relaxation and decrease in anxiety. • Weighted blankets may also have the same perceived effect on students; with a decrease in anxiety and increase in the feeling of relaxation the likelihood of students to be able to perform better within the classroom increases

9. Implementation • The recommended implementation of weighted blankets are: • 2-3 times as day as the student needs for 20-30 minutes at a time. • If student ever if uncomfortable using the weighted blanket discontinue use for that time and notify the occupational therapist.

10. Recommendations Remember implementation of Sensory Integration Interventions in the classroom as directed by the occupational therapist are important and can significantly impact on student academic achievements.

11. References • Ayres, J. (1979). Sensory integration and the child. Los Angeles: Western Psychological services. • Autism Research Institute. (2012, March). Sensory Integration. Retrieved from: http://www.autism.com/fam_page.asp?PID=372 • Bonggat, P., & Hall, L. (2010). Evaluation of the effects of sensory integration-based intervention by a preschool special education teacher. Education and Training in Autism and Developmental Disabilities, 45(2), 294-302. • Futrell, M. (2006, October). Neuromuscular Control, Proprioception and Balance. Retrieved from http://www.cofc.edu/~futrellm/nmcontrol.html • Mullen, B., Champagne, T., Krishnamurty, S., Dickson, D., & Goa, R. (2008). Exploring the safety and therapeutic effects of deep pressure stimulation using a weighted blanket. Occupational Therapy in Mental Health, 24(1), 65-89. • National Institute of Health. (2012, February). Balance Disorders. Retrieved from http://www.meei.harvard.edu/patient/balancedisorders.php • Olson, L. & Moulton, H. (2004a). Use of weighted vests in pediatric occupational therapy practice. Physical & Occupational Therapy in Pediatrics, 24(3), 45-60. • Schilling, D., Washington, F., & Deitz, J. (2003). Classroom seating for children with attention deficit hyperactivity disorder: Therapy balls versus chairs. American Journal of Occupational Therapy, 57, 534-541. • Stephenson, J., & Carter, M. (2011). Use of multisensory environments in schools for students with severe disabilities: Perceptions from schools. Education and Training in Autism and Developmental Disabilities, 46 (2), 276-290. • VandenBerg, N.L. (2001). The use of a weighted vest to increase on-task behavior in children with attention difficulties. American Journal of Occupational Therapy, 55, 621-628.