Self regulation workshop
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Self regulation workshop

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    Self regulation workshop Self regulation workshop Presentation Transcript

    • Sensory-Regulation Understanding & Supporting Students with Sensory & Movement Differences Mya Horn P.T. Donna Miller, O.T. & Erica Gorzalski, O.T. Kelly Hettich, C.O.T.A. & Kathy Tucker, C.O.T.A
    • Different activities, materials, and experiences offered throughout the school day to help maintain the student at an appropriate energy level Sensory Regulation …
      • Sensory regulation is not something that happens in isolation. Sensory activities need to be integrated throughout the day.
          • Integrated classroom strategies
          • Structured scheduled breaks
    • Activities should be scheduled pro-actively & done prior to escalation of behavior. Regulation activities should not be taken away or be made contingent on good behavior! They are necessary activities to help maintain arousal for functional activities to take place.
      • State of readiness of the nervous
      • system to respond to the environment
      • Indicators of arousal level can be skin tone,
      • respiration, heart rate, emotional state,
      • tone/rate of voice
      • When helping children identify their current
      • arousal level…
      • label the behavior, not the cause
      Arousal Level How Alert One Feels?
    • High Just Right Low How is your Engine running?
    • Tactile Vestibular Proprioceptive Visual Auditory Olfactory Taste Sensory Systems
    • Questions? 1. Is the person over-responsive or under-responsive? In what situations? 2. Does the person respond negatively or extremely to sensory input? 3. What is the person able to filter out? Sensory-Regulation
    • Tactile
      • Behaviors : unresponsive/unaware, puts everything in mouth, chews on pencil, avoids sensory materials and food textures, pulls away
      • Strategies: deep pressure, prepare child for organized touch, vestibular strategies, brain gym
      • Classroom Modifications: hideouts (tent), provide personal boundaries (carpet square, bean bag, cube chair, armed chair/wheelchair), velcro, putty, modeling clay, leave class early
    • Vestibular
      • Behaviors : difficulty staying in seat, craves or fears movement, silly, difficulty re-entering class after movement (ie: recess or P.E.), vomiting
      • Strategies: structured movement activities, heavy work activities (deliver notes, pass papers), brain gym, encourage swinging and climbing activities at recess
      • Classroom Modifications: variety of work positions (ie: standing, kneeling, on tummy), seat cushion, rocking chair, dycem on chair
    • Proprioceptive
      • Behaviors : difficulty staying in seat and/or maintaining posture, clumsy, difficulty initiating tasks, poor tool use, touching wall when walking
      • Strategies: heavy work activities (carrying, pushing objects), isometric seat exercises (visual desk strip), weighted vest/lap pad/backpack/sweat band, sensory input to hands prior to fine motor activities (rice, beans, play-doh, spider push ups, finger squeezes), deep pressure, blowing/sucking activities, chewing gum/coffee stirrers, yoga poses, water bottle
      • Classroom Modifications: variety of work positions (ie: standing, kneeling, on tummy), seat cushion, straddling chair
    • Brain Gym
      • Arm Activation
      • Lazy 8 ’s
      • Double Doodle
      • Cross Crawl
      • Brain Buttons
      • Owl
      • Neck Rolls
      • Gravity Glider
      • Thinking Cap
      • Hook-Ups
    • Visual
      • Behaviors : difficulty focusing/tracking with eyes, limited eye contact, excessive blinking, difficulty filtering visual information, avoiding bright light, squinting
      • Strategies: decrease visual input with hat or sunglasses, provide predictable visual input
      • Classroom Modifications: less visual stimulation, hide outs, dim lights or natural light, use slant board/easel, color overlays or worksheets on colored paper
    • Auditory
      • Behaviors: Difficulty following verbal directions, delayed response to directions, tunes out in noisy environments, excessive noises/talking, distracted by noises, emotional outburst with unpredictable sounds or loud environments
      • Strategies: Limit talking while providing visual pictures or hand signs, headphones, allow processing time, use demonstrations, allow breaks or work in a quiet environment
      • Classroom: Seat child away from obvious auditory distractions, have quiet area in the room
    • Olfactory and Taste
      • Behaviors: behaviors correlating with odors (distractibility, change in activity level, disorganization), limited foot repertoire, smells or tastes everything including edibles and non-edibles), vomiting/gagging
      • Strategies: Entice child slowly to experience a variety of foods/smells, provide appropriate oral motor items to chew
      • Classroom Modifications: Seat child near open door or fan, limit perfumes and lotions, remove from irritating environments
    • Remember!
      • EVERYONE can benefit from sensory strategies!
      • The goal of the supportive activities is to maintain appropriate arousal level to allow students to participate in their classroom activities
      • When current strategies are not successful, the frequency or type of activities should be re-evaluated
      • As children grow, they often gain the ability to self-regulate (both sensory and emotionally) with more independence
    • Visual information is KEY!
      • Visual Schedules
        • Helps to lend a sense of predictability to a student ’ s day
        • Describe regular events or those that are changing
        • Determine the most effective type of visual cue for the student (real objects, real pictures, picture symbols, simple phrases)
      • Choice Boards
        • Helpful visual support for students who have difficulty with periods of free time
        • Helpful to provide structured choices during periods of distress
      • Visual Timer
    • Helpful Strategies
      • Firm, deep pressure touch
      • Alternative work positions
      • Communication (simplify language, gestures, pause)
      • Social Stories (short verbal scripts for frequently occurring cues or situations)
      • Slow down the interaction/ attempt to “ match ” the student ’ s speed of interaction
    • More Strategies
      • Be prepared, have a plan!!
      • Be observant!! Learn the subtle cues of a “ build up ” that a child is giving you
      • Less is more… talk less to students and other staff.
      • Relaxation and breathing techniques
    • Questions & Answers