This document discusses the sensory systems and common challenges individuals with autism spectrum disorder may experience. It describes the tactile, auditory, visual, gustatory, olfactory, vestibular and proprioceptive systems. For each system, it outlines potential under-responsive and over-responsive challenges an individual with ASD could face as well as possible solutions and accommodations. The document provides an overview of each sensory system and references for further information.
Career webinar amber tb - mastering the art of self-promotionRemas Mohamed
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Brand Bootcamp: Simple Exercises to Build a Strong, Long-Lasting BrandShaina Rozen
While many people think of their brand as a memorable logo or signature color, companies with enduring brands know it takes much more. In this hands-on workshop, we will walk through how to build the foundation for a meaningful brand that attracts customers and keeps them coming back for more. Join Shaina Rozen and Tanya Gagnon to learn easy exercises your team can use to define or improve your market positioning, messaging, and visual design.
A collection of worksheets created by The Main to be used in workshops in order to define the requirements of a relaunch of a corporate website in the healthcare sector.
Developing strong brand strategies is hard, almost as hard as leading great workshops. Keeping people engaged and on task can be a challenge so I created this brainstorm worksheet for some of the workshops I've led. I have found it pretty helpful in guiding the conversation and making it more collaborative and interactive.
Thought I would share the love in case it proves useful to anyone else out there :)
Feel free to leave me comments or feedback on how to make it stronger or more effective.
The document provides a framework for branding strategy called the Brand Wheel. It evaluates 6 key areas: clarity of business personality and purpose, strategic planning, external communications, internal systems, team alignment, and ideal clients. Each area has prompts to help rate performance on a scale of 1 to 5 and identify strengths and weaknesses to improve brand messaging and positioning.
El documento habla sobre los briefs creativos y las sesiones de briefing. Explica que los briefs creativos sirven para inspirar la creatividad e informar sobre los objetivos de la campaña, mientras que las sesiones de briefing guían el proceso creativo. También discute conceptos como insights, single idea y tone, los cuales son elementos importantes de un brief creativo efectivo.
The document outlines a 3-step workshop on branding:
Step 1 provides a 30-minute overview of branding and marketing concepts, and framework for collaboration.
Step 2 involves participants filling out brand squares to analyze their brand message, crafting an emotional brand message, and presenting a brand vision.
Step 3 is about developing an engagement plan, mapping touchpoints to tell their story, scheduling marketing duties, and delivering consistent content across channels.
Career webinar amber tb - mastering the art of self-promotionRemas Mohamed
The document provides an overview of a presentation on mastering self-promotion. It discusses developing self-confidence, creating a personal brand, promoting yourself without arrogance, using tools like networking and storytelling, continuously improving the process, and reaping rewards such as career advancement. The presentation recommends developing an elevator pitch, preparing success stories, creating a portfolio, and using online tools and resources to effectively self-promote.
Brand Bootcamp: Simple Exercises to Build a Strong, Long-Lasting BrandShaina Rozen
While many people think of their brand as a memorable logo or signature color, companies with enduring brands know it takes much more. In this hands-on workshop, we will walk through how to build the foundation for a meaningful brand that attracts customers and keeps them coming back for more. Join Shaina Rozen and Tanya Gagnon to learn easy exercises your team can use to define or improve your market positioning, messaging, and visual design.
A collection of worksheets created by The Main to be used in workshops in order to define the requirements of a relaunch of a corporate website in the healthcare sector.
Developing strong brand strategies is hard, almost as hard as leading great workshops. Keeping people engaged and on task can be a challenge so I created this brainstorm worksheet for some of the workshops I've led. I have found it pretty helpful in guiding the conversation and making it more collaborative and interactive.
Thought I would share the love in case it proves useful to anyone else out there :)
Feel free to leave me comments or feedback on how to make it stronger or more effective.
The document provides a framework for branding strategy called the Brand Wheel. It evaluates 6 key areas: clarity of business personality and purpose, strategic planning, external communications, internal systems, team alignment, and ideal clients. Each area has prompts to help rate performance on a scale of 1 to 5 and identify strengths and weaknesses to improve brand messaging and positioning.
El documento habla sobre los briefs creativos y las sesiones de briefing. Explica que los briefs creativos sirven para inspirar la creatividad e informar sobre los objetivos de la campaña, mientras que las sesiones de briefing guían el proceso creativo. También discute conceptos como insights, single idea y tone, los cuales son elementos importantes de un brief creativo efectivo.
The document outlines a 3-step workshop on branding:
Step 1 provides a 30-minute overview of branding and marketing concepts, and framework for collaboration.
Step 2 involves participants filling out brand squares to analyze their brand message, crafting an emotional brand message, and presenting a brand vision.
Step 3 is about developing an engagement plan, mapping touchpoints to tell their story, scheduling marketing duties, and delivering consistent content across channels.
Sensory strategies and issues presentationnbookless
Therapeutic listening is a sound-based intervention used to impact sensory modulation, attention, behavior, and motor skills. It combines sound therapy with sensory integration activities. Sensory processing disorder involves the brain's inability to integrate sensory information from the five senses. It can cause over-responsivity, under-responsivity, or sensory seeking behaviors. Occupational therapy uses strategies like therapeutic listening, sensory activities, and environmental modifications to help children with sensory processing issues.
Sensory strategies and issues presentationnbookless
Here are some tips for introducing new foods with pressure:
- Use a rubber spoon or finger to gently rub food onto the tongue.
- Place food in the center of the tongue where taste buds are located.
- Start with small amounts and work up to full bites.
- Praise any effort made to keep food in the mouth for tasting.
The goal is positive exposure to new textures and tastes. Be patient! Changes may occur gradually over repeated exposures.
Sensory processing disorders ppt with voicekruprecht
The document discusses sensory processing disorders and their treatment. It begins by explaining how a typical sensory system works and the process of sensory integration from infancy to childhood. It then defines sensory processing disorder and describes four main categories. Symptoms are outlined for each sense. Treatment focuses on providing the right level of sensory input through activities involving movement, touch, and deep pressure. Case examples demonstrate how brief sensory-based interventions can improve self-awareness, body perception, and functioning for individuals with sensory processing disorders.
Serving Children with Autism Spectrum Disorder Workshop: Part 1 (October 2017)ALATechSource
This document provides an overview of strategies for library services that are effective for youth with autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library, and inclusion strategies. The key points are:
1) Youth with ASD often have difficulties with social skills, sensory processing, and rigid routines. They may struggle with the complexity, unpredictability, and social expectations of the library.
2) Effective strategies for libraries include creating a predictable environment, using visual supports, providing choices and flexibility, and getting to know each youth to understand their needs and interests.
3) Staff should be trained to understand ASD, use clear communication, and address behaviors through techniques like
Serving Children with Autism Spectrum Disorder: Part 1 (March 2017)ALATechSource
This document provides an overview of strategies for libraries to effectively serve youth with autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and developmental issues at different ages. The document outlines tips for creating an inclusive environment, such as providing structure, visual supports, and choices. It also describes strategies for positive interaction, behavior management, and applying principles of applied behavioral analysis. The overall goal is to make the library a comfortable place for youth with ASD to explore and socialize.
The document provides information and strategies for teachers to support students with Autism Spectrum Disorder (ASD) in the classroom. It defines ASD and the different types. It discusses characteristics of ASD like difficulties with social interaction, communication and sensory processing. It offers tips to create a comfortable classroom environment for students with ASD such as addressing issues with lighting, sounds, smells and organizing the physical space. It also provides instructional strategies to engage students with ASD, support their behavior and incorporate their interests into learning.
Sensory Integration, Occupational Therapy Speech ,Language and Communicationjilu123
Sensory Integration, Occupational Therapy, Speech, Language and Communication are discussed. Sensory Integration involves organizing sensory information from the body and environment for daily life use. Occupational Therapy focuses on developing motor, self-care, and cognitive skills through purposeful activities. Speech and Language issues can cause delays in communication development. Therapists assess deficits and set SMART goals to improve integration of senses, motor skills, communication, and independence through therapy techniques.
This document discusses autism spectrum disorder (ASD), significant developmental delay, and multiple disabilities in children. It provides details on signs and symptoms of ASD including delayed speech, repetitive behaviors, lack of social skills, and unusual interests. Developmental delay is defined as challenges in two or more major life activities like mobility, cognition, communication, emotional development, and independent living. Multiple disabilities involve a combination of impairments impacting major bodily functions and life activities. The document concludes with inclusion strategies for children with these conditions in classroom settings, such as visual schedules, adapted materials and communication, and behavioral support.
This document discusses sensory processing in children and whether sensory integration techniques support language development. It defines sensory integration and outlines various sensory processing patterns seen in children, including those with autism spectrum disorder. While early research showed improvements in language and other skills from sensory integration therapy, later meta-analyses found no effects on language outcomes. However, incorporating sensory-based activities into therapy sessions can help children organize their sensory systems and facilitate increased attention, which may support language production and comprehension. Examples of sensory-based activities are provided for different sensory processing profiles.
Building blocks for learning- How to deal with sensory processingFarheen Anis
This document discusses sensory processing and its importance for learning. It covers the main sensory systems - vestibular, tactile, proprioceptive, auditory, and visual processing. For each system it describes sensation seeking and avoiding behaviours, teaching strategies, and activities to improve processing. The goal is to recognize different sensory needs, understand how they impact learning, and apply strategies and activities to support students' sensory processing development.
Serving Children with Autism Spectrum Disorder: Part 1 (June 2018)ALATechSource
This document provides an overview of strategies for library services working with youth who have autism spectrum disorder (ASD). It begins with learning objectives focused on understanding ASD characteristics, challenges youth may face in the library, and inclusion strategies. It then discusses ASD diagnostic criteria and characteristics including differences in social skills, communication, senses and brain development. Challenges in the library are explored for different age groups. The document concludes with tips for creating a supportive environment, managing behavior, training staff, and facilitating peer interaction through a Circle of Friends program.
Farmer: Serving Children with Autism Spectrum Disorder WorkshopALATechSource
This document provides an overview of strategies for library services working with youth who have autism spectrum disorder (ASD). It discusses characteristics of ASD, challenges youth may face in the library environment, and tips for interacting successfully. Key points include identifying sensory issues youth may have, providing structure and routines, promoting inclusion, managing behaviors, training staff on ASD, and facilitating peer interaction through programs like "Circle of Friends." The goal is to make the library a comfortable place that supports the developmental needs of youth with ASD.
Serving Children with Autism Spectrum Disorder (Feb. 2019)ALATechSource
This document discusses strategies for libraries to better serve people with autism spectrum disorder (ASD). It begins by outlining the learning objectives and providing background on the increasing prevalence of ASD. It then discusses the characteristics and challenges of individuals with ASD, including sensory and developmental issues. The document outlines strategies libraries can use to create a more inclusive and supportive environment for those with ASD, such as establishing predictable routines, addressing sensory needs, providing social supports, and ensuring instruction is explicit and literal. It emphasizes the importance of collaboration and addressing the full scope of deficits associated with ASD.
Handicapped children and medical problemssaad alani
1. The document discusses various types of disabilities that affect children including cerebral palsy, muscular dystrophy, spina bifida, and others. It notes the physical, mental, social, and developmental challenges these disabilities can cause.
2. Effective communication with disabled children requires bending down to their level, using simple language, listening to understand their perspective, and providing encouragement and praise.
3. Different disabilities may require tailored approaches like breaking tasks into steps, using positive reinforcement, adapting materials, and ensuring inclusion through acceptance by other children.
1. The document discusses various types of disabilities that affect children including cerebral palsy, muscular dystrophy, spina bifida, and others. It notes the physical, mental, social, and developmental challenges these disabilities can cause.
2. Effective communication with disabled children requires bending down to their level, using simple language, listening to understand their perspective, and providing encouragement and praise.
3. Different disabilities may require tailored approaches like breaking tasks into steps, using positive reinforcement, adapting materials, and ensuring inclusion through acceptance by other children.
The document discusses sensory regulation and supporting students with sensory and movement differences. It provides strategies to help maintain students' arousal levels, including integrating sensory activities throughout the day before escalations in behavior occur. It also identifies the main sensory systems and common behaviors in each system, along with classroom strategies and modifications to support students. Sensory regulation is important to help students participate in classroom activities.
The document discusses Donna Williams' "Fruit Salad" model of autism which conceptualizes autism as a combination of various sensory, perceptual, information processing, and emotional disorders. It provides information and strategies for addressing different challenges including meaning deafness, meaning blindness, social emotional agnosia, visual verbal agnosia, disconnectedness from the body, and alexithymia. The strategies emphasize hands-on, experiential learning and finding ways to process information outside of traditional visual or verbal methods. It also stresses seeing the person first, not just the disability.
This document provides information about the sensory systems and how differences in these systems can affect children. It discusses the visual, auditory, tactile, olfactory, gustatory, proprioceptive, and vestibular systems. For each system, it describes how sensitivities could cause issues like anxiety, distraction, misunderstandings, or behaviors for children in their daily lives. It also gives suggestions for helping children with sensitivities in each sensory area, such as providing calm spaces, using visual supports, speaking slowly, and providing proprioceptive input through activities.
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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Here are some tips for introducing new foods with pressure:
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- Place food in the center of the tongue where taste buds are located.
- Start with small amounts and work up to full bites.
- Praise any effort made to keep food in the mouth for tasting.
The goal is positive exposure to new textures and tastes. Be patient! Changes may occur gradually over repeated exposures.
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- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
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5. Tactile System Overview
Skin cells make up the tactile system. They send
information and messages to the brain about
touch, pain, temperature and vibration.
There are two functions of the tactile system:
• Protection- signals that something is too hot
or two cold
• Discrimination- knowing where and when
touch is coming from and responding to
touch
(Brack, 2011)
6. Common Tactile Challenges for ASD
Under Responsive: look for touch, fidgets,
touches others and objects, high threshold for
pain, may self harm
Over Responsive: fight flight freeze , tactile
defensiveness, don’t like to wear clothes or
shoes. Some clothing and textures upset. May
dislike touch or having their hair washed or
brushed because touch is so sensitive.
(The Sensory World of Autism, 2013)
7. Possible Solutions & Accommodations
for Tactile Challenges in ASD
Under Responsive: Weighted blankets, clothing
and lap pads; balance balls, movement breaks,
touch- hugs, tickles, Velcro, movement breaks,
trampoline
Over Responsive: Gradually introduce textures,
approach the child from the front and always
warn before giving touch, water therapy
(Sicile-Kira, 2013)
10. Auditory System Overview
The auditory system is made up of the ear
(which contains several parts) and sound waves
that are sent to the brain.
There are four functions of the auditory system:
• Hear sound
• Process sound
• Sound discrimination (Phonics)
• Auditory Figure- Ground (Focus on one
sound while tuning out another)
(Zeidler, 2012)
11. Common Auditory Challenges for
ASD
Under Responsive: poor sensory registration,
delayed processing to auditory stimulus, may
have limited hearing in one ear, may like noise
from crowds and may not hear certain sounds
Over Responsive: defensive response to typical
sounds from the environment,
fightflightfreeze, sounds can be muted or
distorted, difficulty blocking out background
noise and can hear conversations from far away
(Malia B. Howe, 2004)
12. Possible Solutions & Accommodations
for Auditory Challenges in ASD
Under Responsive: Back up auditory with visual
supports such as visual schedules and timers
Over Responsive: headsets, ear plugs, white
noise, quiet break spot, sensory integration
therapy
(Brous, 2012)
15. Visual System Overview
The visual system is connected to the central nervous
system and is made up of the eyes and connecting
pathways to the brain.
There are four functions of the visual system:
• Acuity (focus, see clearly)
• Functional vision ( catch a ball, climb stairs, read
without losing place)
• Visual motor integration (necessary for neat
handwriting- vision working together with motor
skills)
• Visual Perception (discrimination and memory,
foundation for reading and math, puzzles) (Brack, 2011)
16. Common Visual Challenges for ASD
Under Responsive: Good depth perception, dark
and blurred central vision but good peripheral
vision
Over Responsive: Distorted, fragmented vision.
Lights and objects may seem to be moving
around. It is easier to focus on details than the
whole.
Many children with ASD are great at puzzles because they have a
strongly developed sense of visual perception.
(Brous, 2012)
17. Possible Solutions & Accommodations
for Visual Challenges in ASD
Under Responsive: visual supports like visual
schedules and picture prompts, Christmas lights,
lava lamps, sensory bins
Over Responsive: sunglasses, curtains, muted
natural light, limit fluorescent light, carrels and
privacy screens, limit wall displays, careful
placement of students desk away from windows
and door
20. Gustatory System Overview
The visual system is made up of chemical receptors on
the tongue. Saliva breaks down food that stimulates the
taste buds and receptors.
There are two functions of the gustatory system:
• Make it possible for us to taste sour, bitter, salty and
sweet
• Make it possible to feel texture, chewy, sticky,
crunchy, hard, soft and gummy
(Brack, 2011)
21. Common Gustatory Challenges for ASD
Under Responsive: Crave strong sour, sweet and
bitter tastes. May have Pica- eating things that
are not foods like soil and grass.
Over Responsive: Prefer bland foods- meat,
potatoes and bread, restricted diet, textures of
some foods is an issue.
(Brack, 2011)
22. Possible Solutions & Accommodations
for Gustatory Challenges in ASD
Under Responsive: gum, hard candy, chew
necklaces, tubes and toys
Over Responsive: Slowly introduce new textures
and food, vitamins, deep breathes,
understanding . Don’t force new foods and
textures.
(Sicile-Kira, 2013)
25. Olfactory System Overview
The olfactory system consists of chemical receptors in the
nose. This system is related to the gustatory system.
The function of the olfactory system:
• Smell
The olfactory system is connected to the limbic system
that is responsible for emotional memory. Scents may
evoke an emotional response and bring back memories.
(Malia B. Howe, 2004)
26. Common Olfactory Challenges for ASD
Under Responsive: Seeks out sensory
experiences and sniffs items like clothes,
markers, magazines.
Over Responsive: “fight, flight, freeze” response
to some smells. Respond negatively to certain
scents e.g. food, perfumes
(Zeidler, 2012)
27. Possible Solutions & Accommodations
for Olfactory Challenges in ASD
Under Responsive: scented markers, essential oil
and diffuser, scented balls and stickers
Over Responsive: provide fragrance free
environments, scent free cleaning products,
familiar scents and smells, deep breathing,
meditation
(Zeidler, 2012)
30. Vestibular System Overview
The vestibular system is made up of hair cells in the
inner ear that respond to gravity, angular movement and
linear movement. Input is cumulative and can stay in the
system for hours depending on frequency, duration and
intensity.
The vestibular system serves three functions:
It is responsible for helping us to -
• Orient in space
• Sense speed
• Determine direction
(The Sensory World of Autism, 2013)
31. Common Vestibular Challenges for ASD
Under Responsive: They love movement and are
always in motion- rocking, climbing, jumping.
They may also enjoy being upside down.
Over Responsive: May struggle with car
sickness. Might not want to play or move
around. Tipping their head for shampooing will
be upsetting.
(Brack, 2011)
32. Possible Solutions & Accommodations
for Vestibular Challenges in ASD
Under Responsive: movement breaks, sensory
table, space to run and play, elastic bands, gum,
pet therapy
Over Responsive: visual cues, break down
activities into smaller chunks, astronaut training,
sensory diet
(Brack, 2011)
35. Proprioceptive System Overview
The proprioceptive system is made up of receptors in
joints, muscles and tendons. Input can stay in the system
for several hours.
The proprioceptive system serves three functions:
• Grade touch pressure- know how much pressure to
apply (light, heavy)
• Fine and gross motor coordination
• Joint position and movement awareness
(Zeidler, 2012)
36. Common Proprioceptive Challenges
Under Responsive: Bump into people and
objects, difficulty getting around a room, stand
too close
Over Responsive: It is common for children with
ASD to have an over responsive reaction to
tactile sensations. In order to self-regulate they
seek out firm, deep pressure. They may appear
clumsy and fall out of their seat frequently, break
pencils and toys and prefer hard food and tight
clothing as a result. Fine motor skill issues.
(Zeidler, 2012)
37. Possible Solutions & Accommodations
for Proprioceptive Challenges in ASD
Under Responsive: colored electrical tape and
furniture to mark boundaries, personal space
bubbles, ALERT program (self regulation),
handwall presses
Over Responsive: practice activities that promote
fine motor skills such as lacing cards, weighed
clothing, touch therapy, deep tissue massage
(Zeidler, 2012)
39. References
The Sensory World of Autism. (2013, April). Retrieved October 19, 2013, from The
National Autism Society: http://www.autism.org.uk/living-with-autism/
autism/understanding-behavior/the-sensory-world-of-autism.aspx
Brack, J. C. (2011). Autism Spectrum Disorders and Sensory Integration. In E. A. Myles,
Autism Spectrum Disorders: Foundations, Characteristics, and Effective
Strategies (pp. 244-260). Pearson Education.
Brous, M. T. (2012). Unique Classroom. EP Magazine, 10-11.
Malia B. Howe, L. A. (2004). Meeting the Sensory Needs of Young Children in
Classrooms. Young Exceptional Children, 11-19.
Sicile-Kira, C. (2013). The Autism Advocate. Retrieved October 20, 2013, from
Psycology Today: http://www.psychologytoday.com/blog/the-autism
advocate/201003/what-is-sensory-processing-disorder-and-how-is-it
related-autism
Zeidler, S. (2012). Sensory Processing Challenges in the School. OT Practice, 14-19.
Editor's Notes
Click on the picture to view Dr. Temple Grandin’s explanation of sensory issues and sensitivity.
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Click on the picture to view Visual Supports in the
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Click on the picture to view Mayer-Johnson-Autism-Chewerly
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Click on the picture to view- My Scent Box: “Relax and Calm Children in a fun, interactive way!”
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Click on the picture to view- A Therapy/Exercise Ball as a Sensory Integration Tool at Home
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Click on the picture to view- OT Vest- The On-Task Weighted Vest for Autism
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