sensory
TRANSCRIPT
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Megan Ackerman ED 535
June 2013Meg Ackerman
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(Interacting with Autism Project)
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Obtain basic knowledge of sensory integration and
the sense systems
Obtain awareness and the use of different
strategies
to address sensory needs
Gain skills and competence in meeting these needs
for students
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The ability in which we are able to take in information through our sense systems
and effectively utilize the information to
respond to the environmental
demands.
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DO YOU KNOW ME?
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Jean Ayres developed her work on
sensory integration in the 1960’s
and 70’s and was an Occupational
Therapist for many years.
Because of her explanation of
sensory integration theory people
began to understand Sensory
Integration as a neurological
process that helps to organize
sensory information that the body
takes in from all the seven senses.
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1.___________________________
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We have 5 familiar senses that respond to sensory input from outside of our body.
Auditory (sound)Auditory (sound) -Information through the ears Gustatory (taste)Gustatory (taste) -Information through the mouth Olfactory (smell)Olfactory (smell) -Information through the nose Visual-(seeing)Visual-(seeing) -Information through the eyes Tactile (touch)Tactile (touch) -Information through the hands &
skin
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Play-Doh
Straw
Rubberband
Fabric
Rough Sponge
Smarties
Lolipop
Gum
Mints
Pipe Cleaner
Balloon Filled with Rice
Pipe Cleaner
Water
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We have 2 hidden senses that respond We have 2 hidden senses that respond to sensory input to sensory input insideinside our body. our body.
VestibularVestibular – Information about movement – Information about movement and sense of balance through the inner earand sense of balance through the inner ear
ProprioceptiveProprioceptive - Information about space - Information about space and proximity from muscles, ligaments, and and proximity from muscles, ligaments, and joints joints
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Sense of Touch
Provides information about texture, size and shape of an object
Strategies: Velcro Strips on side of desk Squishy Balls Stress Balls Bean Bags Shaving Cream
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Sight
Deciphers what we see Strategies:
Sunglasses Remove from flickering
lights Bright Colors Lights Organization
Sound
Quality, direction and perception of sound
Strategies: Headphones PVC Pipes Ear Plugs Tennis Balls on Chairs Tone of Voice Minimize Sound
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Sense of Taste
Strategies:Mouth ToolsChew Bracelets Straws
Sense of Smell
Strategies:Beware of
Scented Perfumes and Colognes
Odors Awareness
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Awareness of the body’s position and movement
Strategies:Velcro Strips on
side of desk Squishy BallsStress BallsBean BagsShaving Cream
Ensures body positioning and equilibrium.
Strategies:TrampolineExercise BallsSwings Teeter Totters
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•Professionals and parents have frequently observed that individuals with ASD process sensory information in atypical ways
•Increased Prevalence
•Sensory processing disorders in children with ASD
•Impact on Daily Living and School Environments
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• Case-Smith and Bryan (1999)
Play and social interaction behaviors of preschool aged children with Autism
Children with ASD can commonly have behavior change while participating in intervention using a sensory integration approach
•Wiggins, Robins, Bakeman, and Adamson (2009)
More atypical responses (tactile sensitivity, auditory filtering, and taste and smell sensitivity)
• Tomchek and Dunn (2007)
Found that children with ASD have different domains of sensory processing (tactile, auditory, oral-sensory, sensory seeking)
Behaviors are significantly different compared to typically developing children
95% of the sample of children with ASD demonstrated some degree of sensory processing dysfunction
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To establish and validate the importance specific sensory integration interventions in relation to sensory processing for children with ASD
Sample Sizes Demographics Population Timelines Experimental Design
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YES….because learning requires
The child’s behavior and alertness to be in an optimal state to maintain attention to tasks.
The child’s motor skills to be in an optimal state to perform and learn new tasks successfully.
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YES… When sensory input is confusing or
upsetting, the child may actively avoid the situation, become upset or have an emotional outburst .
When the child does not register enough stimulation he may seek it out by constantly moving, chewing, humming, or flapping or he may seem tired, uninterested and passive.
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A personalized schedule of sensory activities that gives a child the sensory fuel their body needs to get into an organized state and stay there.
Provides the sensory input necessary at regular intervals throughout the day to maintain appropriate arousal and sustain attention for each desired activity.
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Often we get caught up trying to manage behavior without understanding it. When observing a child’s behavior we should pay particular attention to the four A’s. Arousal Attention Affect Action
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Today’s assignment -Can you focus on this?
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You have 5 minutes Ready….GO!
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Malfunction in sensory system
Children with ASD have atypical sensory systems
Self-regulation and The Four A’s Arousal/alertness Attention Activity Affect
behavior response
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