Sensory ProcessingSensory Tool Kit

Rhonda Kelley, OTRBrandy Tudor, COTA

Sensory Tool Kit

• Sensory processing refers to how the brain takes in information from the sensory systems

• The brain registers, interprets and uses this information to– Screen or ignore the sensory stimuli– Notice it and respond to the stimuli– Habituate the stimuli

• We need sensory input for our brain to develop and continue to function properly

What is Sensory Processing?

Sensory Systems• Tactile (touch)• Vestibular (balance & movement)• Proprioception

(body awareness; muscles and joints)• Visual (sight)• Auditory (hearing)• Gustatory (taste)• Olfactory (smell)

Page 2 of Handouts

• Regulation allows us to focus on what is important

• A well regulated student is able to notice relevant stimuli and filter out unimportant stimuli

• Emotions and behavior reflect appropriate responses to the situation rather than to the environment

• Regulation Disorder– The brain has difficulty with determining what is important.

It is difficult to organize the environmental stimuli.

What is Sensory Regulation?

Sensory Processing Deficits:

• Limit one’s productivity• Limit one’s enjoyment and participation• May result in poor self-esteem• Cause avoidance behaviors• Cause unexplained outbursts• Decreases social skills & participation in play• Cause difficulty with life skills at home &

school• Anxiety• Poor attention• Poor regulation of reactions to others• Poor motor skills development

Types of Sensory

Processing Difficulties

Sensory Avoider

Sensory Seeker

Sensory Sensitive

Under ResponderPage 5 of Handouts

Just RightSensory Strategies

Sensory Tool Kit

• Implement a Sensory Diet• Use proprioceptive input – “magic pill” for sensory regulation

– Heavy work stimulates the brain to bring arousal to a normal level– Heavy resistance against muscles invokes a quick calm and increases

body awareness to help the student feel more grounded– Helps the student feel “just right”– Effects can last from 90 minutes to 2 hours

• Use vestibular input – can have alerting or calming effects depending on the type of movement involved– Fast movement – alerting– Slow, rhythmical movement – calming– Avoid spinning

• Use pressure touch – can have a calming effect– Soothing – slow, continuous, steady, prolonged– Exciting – fast, intermittent, vibratory

• Use deep pressure– Inhibits tactile defensiveness (over responsiveness)– Can produce a calming effect

Sensory Strategies

• A planned, scheduled activity program to specifically meet the needs of the student’s nervous system

• The purpose is to bring them to a “just right state” to be ready for learning

• The schedule is individualized to the student’s school schedule

• Need at least 10 minutes of moderate activity to increase serotonin and the effect could last up to 2 hours

• Not a cure all for behavior but you can meet the sensory needs while addressing the behavior

Sensory Diets

• Walking, running, jumping, rolling• Doing chair or wall push-ups• Erasing boards• Chewing/crunching/sucking• Crawling (tunnels/obstacles)• Jumping on trampoline• Stacking chairs• Wearing a weighted vest*• Wearing a weighted backpack• Carrying crate with books

Heavy Work

Weighted Vest*Only use weight up to 10% of child’s body weight. Child only wears the vest for 20-40 minutes.

Student Scenarios

Sensory Tool Kit

• Difficulty with sitting still during carpet time

• Continually making noises• Avoids certain centers• Chews on coat and other things• Difficulty in music class• Does well on the playground

Student ASensory Seeker

Sensory Avoider

• Sitting still during carpet time– Choose 1-2 heavy work activities before going

to carpet time– Use weighted item in lap or on shoulders– Sit on shag carpet square or disco sit– Alternative seating (bean bag, cube chair,

rocker)• Continually makes noises / chews on

items– Blow bubbles, kazoo, harmonica before carpet

time– Chew on candy (Starbursts, gummy bear)– Drink through a straw / water bottle– Sing silly songs with mouth movements

STRATEGIES

• Avoids certain centers– Heavy work activity before going to non-

preferred center– Count down with timer– Cue to start / cue to stop (warning)– Use a transition item (sticker)

• Difficulty in music class– Change placement in class; sit by friend– Cue to start / cue to stop / transition item– Wear headphones (if bothered by loud noise)

STRATEGIES

• Does well on the playground– Do not use playground as a punishment– Observe him to see what he is seeking and use

it during the day• Transition Activities

– Notify in advance / visual schedule– Push or carry heavy object to new activity– Skip, hop, dance – Compression on shoulders– Use a clapping or rhythmic beating to signify

change– Sing a song

STRATEGIES

• Sleepy during the day• Inattention / difficulty sustaining

attention• Easily frustrated

Student B Under Responder

Sensory Sensitive

• Sleepy during the day– Alerting activities (jumping, walking, chair push-

ups)– Wash hands– Chew on candy or chewy tube

• Inattention / difficulty sustaining attention– Bring attention to task (bright colors; highlight

edge of paper; add stickers)– Fast rhythmic music– Break large tasks into smaller steps– Heavy work activity before starting task

STRATEGIES

• Easily frustrated– Heavy pressure / shoulder compression to calm

down– Complete tasks in small steps– Clear beginning and an end to task– Continue with puzzle piece strategySTRATEGIES

REMINDERSPraise Effort – Not performance

Replace - Don’t Extinguish Behaviors

Do not take away recess

Be a Detective – Try to find out what the student needs

Their behavior is a way of communication

Resources

Sensory Tool Kit

http://dsaundersot.webs.com/The%20Importance%20of%20Sensory%20Processing.pdf