Now what to do!!!!!!!!


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Now what to do!!!!!!!!

  1. 1. Lachelle Fuelling
  2. 2.  Temple is an individual that has lived with Asperger's all of her life!  She is a professor at Colorado State University
  3. 3.  Utilize a visual schedule throughout the day (both at home and at school). Visual schedules are often easier to understand for a child with autism, or any young child, as there is a pictorial representation of each activity or time of day.
  4. 4.  Allowing the child to take a 2-3 minute movement break every 10-15 minutes. This break should involve intense movement when possible, such as jumping jacks, pushups, jumping on a trampoline, etc. When intense movement is not appropriate, breaks may involve the student walking to the drinking fountain, getting up to sharpen his/her pencil and/or walking to the bathroom.  If an assigned task involves intense academic work, such as testing, lengthy projects or problem-solving assignments the child should be given the opportunity to take a longer break (approximately 10 minutes) to allow time for more intense physical exercise.
  5. 5.  Utilize a timer during activities and make sure it is visible to the child. Timers can be either visual, meaning that there is an area of the clock that becomes shaded and as time elapses the shaded area becomes smaller and smaller however there is no noise associated with it, or auditory, in which there is a digital display and an alarm that sounds when the time has fully elapsed. Using a timer is especially helpful during preferred activities, such as free-play, as it sets a clear limit for the child regarding how long they will have to participate in this designated activity.
  6. 6.  Provide a toy or item for the child to manipulate during solitary work. These items are often referred to as “fidgets,” and provide the child with an outlet to release their restlessness. Rather than continuously moving his/her body, the child can move his/her hands quietly in their lap or on their desk while manipulating the fidget.
  7. 7.  These sensory strategies can be implemented in the classroom, at home and in most other settings where a child is expected to be able to sit and attend to a task. Incorporating these strategies into particularly difficult parts of the day can also have a positive impact on the child; for example, incorporating physical exercise into transitional periods may lessen the stress that these times put on both the child and the adult. These sensory strategies are not strict rules to abide by, but are general ideas for you to be expanded upon or adapted to fit each child‟s individual needs.
  8. 8.  The sensory system that responds to changes in head position and to body movement through space.  It coordinates movements of the head, body, and eyes  Activities:  Hokey Pokey with “big” movements  Head, Shoulders, Knees and Toes  Dancing (Just Dance on smart board)  Sit „n‟ Spin  Rolling  Rocking Chair
  9. 9.  Unconscious awareness of sensation coming through the muscles, joints, and tendons that tells you what position you are in  Activities  Stair climbing and/or sliding  Picking up items from the floor (trash, paper clippings etc.)  Pulling or Pushing  Big Ball activities  Scooter activities
  10. 10.  The sensory system that receives sensations of pressure, vibration, movement, pain, and temperature through connections in the skin  This system helps to tell the difference between threatening and non-threatenting sensations  Activities:  Finger painting  Clay/Play-Doh/Putty  Walking on the grass with no shoes  Texture adventure bins  Glue projects
  11. 11.  Running, Spinning, or other movements  Provides vestibular and proprioceptive stimulation  Treatments to try: Movement games like tag or relay races Bouncing on large therapy balls Rocking chair Jumping
  12. 12.  Pinching, Squeezing, or Grabbing  A students hand may be extremely sensitive compared to other body parts and sensory input in the palm may help to override the painful response to a light touch Treatments to try: Deep pressure massages Hand massages or pressing hands together Wristbands that provide pressure Vibration toys
  13. 13.  Takes off clothing  Clue to the fact that the clothing and touch is uncomfortable to the child‟s skin  Treatments to try:  Calming techniques  Soft fabrics  Allow child to choose their clothes  Allow the student to take off shoes  Avoids eye contact  Peripheral vision could be less stressful or processing visual and auditory input could be difficult, looking away allows the child to process the auditory input better  PLEASE DO NOT YELL AND TELL THEM TO LOOK YOU IN THE EYE!  Treatments to try:  Look into a mirror and gradually increase to someone‟s eyes  Social Stories about making eyecontact
  14. 14.  These are especially helpful for children with sensory defensiveness.  They help to relax the nervous system • Techniques: • Help with heavy work • Ripping paper • Joint compression • Lavender, vanilla, or banana scents • Reduced noise or light levels • Sucking through a straw • Bear hugs
  15. 15.  Can help a child who is either over or under reactive become more focused and attentive  Techniques:  Hard candy  Catching/throwing heavy balls  Pulling apart toys (Legos, etc)  Adding rhythm to the activity