1. Sensory Sensitive Kids: Welcome to Our World Class I
Handout/Outline
Becky Tai
Special Education Teacher
I. Intro to Trainer
A. Education
B. Experience
C. Applied Theater
II. CDC Definition of Autism:
Autism spectrum disorders (ASDs) are a group of developmental disabilities that
can cause significant social, communication and behavioral challenges. People with
ASDs handle information in their brain differently than other people. *
There are three different types of ASDs:
A. Autistic Disorder (also called “classic” autism)
This is what most people think of when hearing the word “autism.” People
with autistic disorder usually have significant language delays, social and
communication challenges, and unusual behaviors and interests. Many
people with autistic disorder also have intellectual disability.
B. Asperger Syndrome
People with Asperger syndrome usually have some milder symptoms of
autistic disorder. They might have social challenges and unusual behaviors
and interests. However, they typically do not have problems with language
or intellectual disability.
C. Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS;
also called “atypical autism”)
People who meet some of the criteria for autistic disorder or Asperger
syndrome, but not all, may be diagnosed with PDD-NOS. People with PDD-
NOS usually have fewer and milder symptoms than those with autistic
disorder. The symptoms might cause only social and communication
challenges.
III. Sensory Overload
A. Listen to Caucophony
B. Listen to “Nightmare” Song #5
C. Underline causes of Sensory Overload in lyrics of song
IV. Motor Processing
A. Listen to “Different Drum” Song #6
B. Definition of motor processing
C. Rope Demonstration

2. V. Generalization—lack of it leads to “melt downs”
A. Definition of Generalization- The act or process of generalizing; the act of
bringing individuals or particulars under a genus or class; deduction of a
general principle from particulars.
B. The Faulty File Cabinet
info locked up can’t locate file interference
C. Dog Example—child has several experiences with dogs
One of them bites him
Therefore all dogs bite
Results in fear of all dogs OR
He was wearing a red shirt when it happened
Therefore everytime he wears a red shirt, a dog will bite him
Results in fear of wearing a red shirt, but his mom doesn’t know why he refuses to wear red
Dog growled before he bit him
When a dog growls, he should be afraid
Instead,he retrieves image of funny cartoon dog and laughs
VI. Picture Schedules/Visual Supports
A. We all like Predictability—Ballet Recital Program
B. Trouble Generalizing Causes Anxiety/Predicability Reduces Anxiety
C. Video of Picture Schedule use in classroom/large group and individual
http://www.youtube.com/watch?v=FpsJoZSn61c&feature=related female
teacher demonstrates several picture and object schedules length 3.26

3. VII. Simple Strategies/Modifications
A. sensory over load- reduce amount of text on a page, reduce number of words in
directions/reduce amount of unnecessary noise in room such as background music/prepare
or practice before a fire-drill, use cardboard cubicle to reduce visual distractions
REDUCE AUDITORY CLUTTER REDUCE VISUAL CLUTTER
B. motorprocessing- use telegraph speech to reduce number of words in directions, give
directions one part at a time, give student much longer to respond to any questions or
directions, ask fewer questions, find alternative ways to assess understanding
SLOW YOUR OWN SPEECH GIVE MUCH LONGER TIME
WAY DOWN FOR STUDENT TO RESPOND
C. trouble generalizing-use picture schedules for daily routines, prepare and practice changes
to regular schedule, make schedule as predictable as possible, help child make connections
between similar kinds of activities
USE PICTURE SCHEDULES FOR PROVIDE AS MUCH PREDICTABILITY
CLASS OR INDIVIDUAL AS POSSIBLE