Individualization

Understanding the sensory needs of young children

By: Tracy Becerra, OTR/L, MPH, PhDc

Individualizing

•  Performance Standards require that learning experiences in Head Start be individualized.

•  For who? For all children. •  Children who are advanced in development •  Challenging behaviors •  Children with disabilities •  Children with different learning styles

Children learn through senses

1)  Tasting 2)  Smelling 3)  Seeing 4)  Touching 5) Hearing

2 other senses! 6) Vestibular 7) Proprioceptive

Vestibular sense

The ability to perceive movement due to the inner ear being activated and the position of the head being changed

Vestibular sense  

Proprioceptive sense

Information from inside our body from muscles, ligaments, and joints sends information to our brains.

Our brains then process this information and provides us with a sense of body movement.

Propriocep)ve/Movement  sense  

Sensory Processing

•  the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses.

e.g. Whether you are biting into a hamburger, riding a bicycle, or reading a book

Sensory processing, aka “Sensory Integration”

Ayres, A.J. (1980). Sensory integration and the child. Los Angeles: Western Psychological Services.

Sensory Integration

Children play to experience sensation, and when they experience sensations they learn to play •  In EHS and HS, we are in the business of supporting

new skills and behaviors to get ready for school.

Ayres, A.J. (1980). Sensory integration and the child. Los Angeles: Western Psychological Services.

Sensory Rich Experiences

Why? MOTIVATE children to explore and engage

PROMOTE the ability to try new experiences and meet new challenges.

ENHANCE attention.

Tactile Experiences

Helps promote...

Fine  Motor  Skills  

Vestibular Experiences

Helps promote...

Posture  &  Gross  Motor  Skills  

Calming Experiences

Sense Properties

1.  TASTING Warm, bland, soft texture

2. SMELLING Low odor

3. SEEING Dark, “softer” colors, not too many colors

4. TOUCHING Soft

5. HEARING Rhythmical, low pitch

Sense Properties

6. VESTIBULAR Rhythmic swaying/swinging, rocking back and forth

7. PROPRIOCEPTION heavy work e.g. creeping/crawling, jumping, pulling/pushing,

Calming Experiences

Alerting Experiences

Sense Properties

1.  TASTING Sour, sweet, spicy, salty, crispy, cold

2. SMELLING Strong odor, artificial smells

3. SEEING Bright lights, bold colors, many colors

4. TOUCHING Rough, sticky, slimy

5. HEARING Loud, High pitch

Sense Properties

6. VESTIBULAR Up/Down Circular/Spinning

7. PROPRIOCEPTION none

Alerting Experiences

Sensory Integration

•  Sensory Integration honors unique differences

•  We all process sensory information differently, therefore we behave and perform differently in our everyday lives

•  A clue into intrinsic motivation to learn

How  is  YOUR    Sensory  Processing?  

Instructions: 1)  Answer 60 questions about yourself

When presented with the opportunity, do you:

1 = Almost Never (AN): 10% or less of the time 2 = Seldom (S): about 25% of the time 3 = Occasionally (O): about 50% of the time 4 = Frequently (F): about 75% of the time 5 = Almost Always (AA): 90% or more of the time

Dunn, W., & Brown, C. E. (2002). Adolescent-adult sensory profile: user's manual. Psychological corporation.

How  is  YOUR    Sensory  Processing?  

Instructions, cont: 2) Transfer your answers (raw score: 1-5)

to the Quadrant Grid.

CAUTION: it skips around!

3) Add up your raw scores for each quadrant = Quadrant Raw Score Total.  

Dunn, W., & Brown, C. E. (2002). Adolescent-adult sensory profile: user's manual. Psychological corporation.

How did you score?

Quadrant Raw Score Total

Much Less Than Most

People

Less Than Most

People

Similar to Most

People

More Than Most

People

Much More

Than Most People

1. Low Registration

15 – 18 19 – 23 24 – 35 36 – 44 45--

2. Sensation Seeking

15 – 35 36 – 42 43 – 56 57 – 62 63--

3. Sensory Sensitivity

15 – 18 19 – 25 26 – 41 42 – 48 49--

4. Sensation Avoiding

15 – 19 20 – 26 27 – 41 42 – 49 50--

What does it mean? Low Registration

Missing or slowed response to stimuli “I don’t get jokes as quickly as others”

Sensation Seeking

enjoyment, creativity, and the pursuit of sensory stimuli

“I add spice to my food”

Sensory Sensitivity

noticing others’ behaviors, distractibility, and discomfort with sensory stimuli

“I’m afraid of heights”

Sensation Avoiding

deliberate acts to reduce or prevent exposure to sensory stimuli, and efforts to make exposure more predictable

“I only eat familiar foods”

Dunn, W., & Brown, C. E. (2002). Adolescent-adult sensory profile: user's manual. Psychological corporation.

NeurologicThreshold

Behavioral Response/Self-Regulation

Passive Active

HIGH (it takes MORE for you to sense)

Low Registration Sensation Seeking

LOW (it takes LESS for you to sense)

Sensory Sensitivity Sensation Avoiding

How this relates to neurology and behavior

con)nuum  

Individualizing

1) Offer Sensory Rich experiences

2) Honor unique differences –  i.e. create a successful experience

3) Adapt and gently challenge –  i.e. offer the “just right” challenge

1)  Offer  Sensory  Rich  Experiences  

Sensory Schedule: Begin: Motion break (Vestibular) Tactile Play

Middle: Heavy work (Proprioceptive)

End: Retreat (Calming Experiences)

Low Registration: Honor unique differences

• Accommodate by: • Increasing stimuli (visual, auditory, tactile

vestibular) in the environment. • Decrease the predictability of routine

Dunn, W. (2002). Infant/toddler sensory profile: user's manual. Psychological Corporation.

Sensation Seeking: Honor unique differences

•  Accommodate by: –  Incorporate needed sensory input into

daily routines •  Observe the sensations they are craving (i.e

sound, visual, touch, vestibular movement)

Dunn, W. (2002). Infant/toddler sensory profile: user's manual. Psychological Corporation.

Sensory Sensitivity: Honor unique differences

•  Does not need any more arousal and alerting activities – Tactile: Firm touch, not light touch – Vestibular: linear movement (swings, not

slides or merry-go-rounds) – Predictable visual and auditory cues

Dunn, W. (2002). Infant/toddler sensory profile: user's manual. Psychological Corporation.

Sensation Avoiding: Honor unique differences

•  Honor their need to reduce sensory input

•  Avoid power struggles

•  Carefully construct activities to gently and gradually add something new to an already established routine

Dunn, W. (2002). Infant/toddler sensory profile: user's manual. Psychological Corporation.

Sensory Experiences in the Home, Community, and Center

•  Tactile: Messy play, playing with soap during bath, bubbles, finger paint, playing in the sand-pit, play-doh!

•  Proprioception: Every activity that requires movement has a proprioceptive quality. If the child has trouble with using the appropriate speed or the appropriate force, then add other cues like verbal, touch, or vestibular cues.

•  Vestibular: Swinging, riding a scooter/bike/wagon, twirling, bouncing on ball, crashing

Sensory  Experiences  in  the  Center  

Acknowledgements •  Pediatric Therapy Network,

Early Head Start

•  Jean Ayres

•  Winnie Dunn

Thank You