Sensory strategies and issues presentation


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Sensory strategies and issues presentation

  1. 1.
  2. 2. ByRaquel Lewis & Nicole Bookless
  3. 3. Introduction Describe how you would address a student who covers his ears. Normal Sound
  4. 4. Modulated Sound Therapeutic Listening- It’s a sound-based intervention that is combined with sensory integrative activities that can impact sensory modulation, attention, behavior, visual-motor skills, and postural organization.Therapeutic listening. (2010, June 04). Retrieved from (2010, September 09). Meadows: The abc song. Retrieved from
  5. 5. Also known as : Sensory Integration Disorder Sensory Integration DysfunctionDefined asSensory integration disorder or dysfunction(SID) is a neurological disorder that resultsfrom the brains inability to integrate certaininformation received from the bodys five basicsensory systems. Miller, L. J., & , (2006). Sensational kids: Hope and help for children with sensory processing disorder . (1 ed., Vol. 1, p. 384). Putnam Adult: New York, NY.
  6. 6.  Auditory Systems- Hearing Tactile - Touch Visual - Sight Olfactory/ Gustatory Systems- Taste/ Smell Vestibular- Balance and Movement Proprioception- Body Position
  7. 7. *According to Dr. Lucy Jane Miller, the statistics report aminimum of 1 in 20 children in the US have SPD.Miller, L., & Fuller, D. (2006). Sensational kids: Hope and help for children with sensory processing disorders (spd). (1 ed., p. 386). New York,NY: Putnam Adult.* Rates of sensory processing dysfunction (SPD) may as high as90% in individuals with Austim Spectrum Disorder (ASD) and areestimated to be between 5% and 16% in the general population.Schoen, S. A., Miller, L. J., Brett-Green, B. A., & Nielsen, D. M. (2009). Physiological and behavioral differences in sensory processing: acomparison of children with autism spectrum disorder and sensory modulation disorder. Frontiers in Integrative Neuroscience, 3(29), 11.
  8. 8. Sensory Processing Disorders (SPD) Sensory Modulation Sensory Based-Motor Sensory Discrimination Disorder (SMD) Disorder (SBMD) Disorder (SDD) Visual SOR SUR SS Dyspraxia Postural Disorder Auditory Tactile Taste/Smell Position/ MovementSOR= Sensory Over- ResponsivitySUR= Sensory Under- ResponsivitySS= Sensory Seeking/Craving Miller, L. J., & , (2006). Sensational kids: Hope and help for children with sensory processing disorder . (1 ed., Vol. 1, p. 384). Putnam Adult: New York, NY.
  9. 9. Sensory Over-Responsivity (SOR)Cautious Kids Sensitive Earsavoids swinging, climbing, prefers to Hum or make strange noises, troublewatches others play concentrating in noisy environments, responds negatively or emotionally toWhat can you do to help? loud people or places What can you do to help? Start with predictable movement…  Provide warning signs before gradually expand. making noises (ex. cues) Swing at various speeds.  Ear muffs/ headphones Maintain touch pressure  Designate a quiet spot  Introduce noises as tolerated (e.g. harmonicas, vibrating toys, etc.)  Tennis balls on chairs Society for treatment of autism. (2011). Retrieved from
  10. 10. Sensory Under-Responsivity (SUR)- Sluggish Kids Weak, slouches, low energy, tires easily, appears sad and disinterestedWhat you can do? Bounce on each of bed before you get up Mini Trampoline Chewy/ crunchy snacks Society for treatment of autism. (2011). Retrieved from
  11. 11. Sensory Seeking (SS)Busy Bee Kids Touchy KidsHave a hard time sticking to one Does not like messy things/ getting dirtyspecific task…always on the go. Does not like being touched or hugged What you can do? Frequently puts things in their mouths Provide more safe and functional What you can do? movement. • Encourage smashing, pulling, squeezing(e.g. carry heavy materials (e.g. play-doh, gak)objects, running, jumping, wheelbarr • Play with various textures (e.g. rice,ow animal game, etc.) beans, massagers) • Mouth games (e.g. blow bubbles, suck pudding through a straw) Sensory seeking kids appear to crave touch because they need sensation that is intense , frequent, and/or long duration. Society for treatment of autism. (2011). Retrieved from
  12. 12. Dyspraxia Postural DisorderFumbling Kids Difficulty stabilizing the body whileDifficulty conceiving of, planning, resting/moving and difficulty usingorganizing, and carrying out a sequence both sides of the body together.of novel or unfamiliar actions(movement). What you can do to help? What you can do to help?  Jump on trampolines Break down tasks into smaller steps  Practicing walking, crawling or Provide opportunities to go over steps through tunnels, etc. Society for treatment of autism. (2011). Retrieved from
  13. 13.  Over-sensitivity to touch,  Impulsive, lacking in self-control movement, sights, or sounds  Difficulty in making transitions Under-reactivity to touch, from one situation to another movement, sights, or sounds Tendency to be easily distracted  Inability to unwind or calm self Social and/or emotional problems  Poor self concept Activity level that is unusually high  Delays in speech, language, or or unusually low motor skills Physical clumsiness or apparent carelessness  Delays in academic achievement Gale Encyclopeida of Medicine. (2008). Sensory integration disorder. Retrieved from Integration Disorder
  14. 14. If you notice any of the signs we mentioned. Call your child’s pediatrician ECI (under school age) Contact your child’s school to see if their teacher has seen the same issues (school age) Request an O.T. evaluation from child’s school Contact an outside Occupational Therapist if you still have any concerns
  15. 15. Intervention Class ActivityHave child play with: Grab the Bean Dry beans 1. Put on a glove with your left Rice hand. Sand Work with play dough 2. Try to pick up a bean using Drawing in shaving cream only your thumb and pointer finger.
  16. 16. Class Activity Intervention It’s Reading TimeReducing visual stimuliaround the child 1. Put on your glasses at your table.Adding color coding 2. Complete the mazeAdding darker outlines wearing your glasses.Proving extra visual stimuli 3. How did it look and feel?with the use of glitter pens 4. Repeat 1 through 4 again.
  17. 17. Class Activity Intervention Ready set eatIntroduce new foods with pressureReminder: Put the new food on the tongue 1. Pick up HOT Candy. 2. Take a candy from your box or bag. nuk 3. Put it in your mouth. Nosey cup 4. What do you think? Rubber spoons Repeat. Eat the SOUR Candy
  18. 18. Intervention Class Activity Astronaut Therapy Get Your Bodies Ready Each table is going to be an activity that can help students “Get Their Body Up and Moving.” Every one at your table try the activity. When everyone has tried the activity, wait for the cue to move to the next table.
  19. 19.  Happy Face Maze- 9x12 mazes: Printable mazes for kids. (2011, August 23). Retrieved from  Normal View  Intervention View Miller, L. J., & , (2006). Sensational kids: Hope and help for children with sensory processing disorder . (1 ed., Vol. 1, p. 384). Putnam Adult: New York, NY. Sensory Processing Disorder- Behaviors and intervention techniques behavior-in-the-classroom.html Sensory Processing Model (Slide 7)- Miller, L. J., & , (2006). Sensational kids: Hope and help for children with sensory processing disorder . (1 ed., Vol. 1, p. 384). Putnam Adult: New York, NY. Sensory Checklist (Biel, L., & Peske, N. (2009).- Sensory checklist: Raising a sensory smart child. Retrieved from Therapeutic listening. (2010, June 04). Retrieved from Vestibular (Movement Sense) & Proprioception (Body Sense) (Slide 11)- Rehab, M. (Composer). (2011). Astronaut therapy. [Web Video]. Retrieved from