3. 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
4. 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.
8. 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.
10. 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
12. We have 2 hidden senses that respondWe have 2 hidden senses that respond
to sensory inputto sensory input insideinside our body.our body.
VestibularVestibular – Information about movement and– Information about movement and
sense of balance through the inner earsense of balance through the inner ear
ProprioceptiveProprioceptive - Information about space and- Information about space and
proximity from muscles, ligaments, and jointsproximity from muscles, ligaments, and joints
13. 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
14. 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
15. Sense of Taste
Strategies:
Mouth Tools
Chew Bracelets
Straws
Sense of Smell
Strategies:
Beware of Scented
Perfumes and
Colognes
Odors Awareness
16. Awareness of the
body’s position and
movement
Strategies:
Velcro Strips on side
of desk
Squishy Balls
Stress Balls
Bean Bags
Shaving Cream
Ensures body positioning
and equilibrium.
Strategies:
Trampoline
Exercise Balls
Swings
Teeter Totters
17.
18. •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
19. • 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
20. 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
21.
22. 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.
23. 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.
24.
25. 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.
26. 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
32. 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
Editor's Notes
The Tactile system is imbedded in our skin and makes up the largest sensory organ. This system is the first to develop in utero and the most mature when a baby is born. All of the things we feel through the receptors on are skin are part of the tactile sensory system. Touch can feel good or bad depending on our mood, the force with which it’s given or our own history.
The Vestibular system is made up of three small bones in the inner ear. The semicircular canal, the saccule, and the utricle. The semicircular canals register speed, force, and direction of head rotation. The other two are sensitive to the force of gravity and linear movement. Essentially the vestibular system helps with balance, muscle tone and coordination, controlling eye movements, arousal states, attention levels, and emotional states.
The sensory integrative process occurs in five steps.
Sensory Registration – Becoming aware of stimulation. “I feel someone touching me.”
Orientation and Attention – Selective attention is given to a stimulus. “Something is touching me on the arm lightly.”
Interpretation – Giving meaning to the stimulus. “It is a fly that has landed on my arm.”
Organization of a response – Determining some form of response whether cognitive, affective, or motoric. “I think I’ll slap the fly so it will go away.”
Execution of the response – the only step that can be observed by others is this final step, the action that occurs. “Slapping the bug away.”
Today’s assignment, Can you focus on this? How many classroom boards are so full of information, and we expect our students to copy the assignment. Sensory overload or underload does not allow appropriate focus.