SI training may17
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Sensory Integration training for delivery in Romania
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SI training may17
- 2. Aims • To introduce Sensory Processing. • To explain how Catcote’s practice has evolved over the last 5 years. • To look at some cases were sensory techniques have improved the experiences of our students. • To demonstrate how some of our sensory equipment works. • Challenge you to generate sensory uses for an everyday object.
- 3. What is SP Sensory processing or sensory integration is a neurological process that occurs in everyone. It is the process of taking in sensory information from the world around us and organising it so it becomes meaninful to us.
- 4. The 5 familiar senses Visual (seeing) Gustatory (taste) Olfactory (smell) Auditory (sound) tactile (touch)
- 5. Have we all got a sixth sense?
- 6. The Hidden Senses S We have 2 hidden senses that respond to sensory input inside our body. Vestibular – Information about movement through the inner ear. Proprioceptive – Information from muscles, ligaments and joints.
- 9. Meeting sensory needs is very tricky and can be frustrating, confusing, contradictory and ever- changing.
- 10. Everbody processes sensory information differently Brain differences Emotional/physic al state External demands
- 11. However it’s useful to consider… Sensory seekers – Those who require a more intense sensory experience Sensory avoiders – Those who experience sensory information more intensely.
- 12. Calming Activities and Alerting Activities Regardless of whether a student is a sensory seeker or avoider. We must consider what they need at any given time.
- 13. In Summary • We have 5 familiar senses that take in sensory information through the ears, eyes, nose, mouth and skin. • We have 2 hidden senses that take in information from inside the body (inner ear and joints). • Those with a sensory processing difficulty may be primarily a sensory seeker or a sensory avoider. • However everyone experiences sensory information in a unique way. • In order to meet children’s needs we need to read them and decide if they require an alerting or calming activity as well as which type of input would help them.
- 14. S At Catcote Academy this information on sensory processing is relatively new. S We are constantly developing our practice and this area has improved dramatically over the last
- 15. 5 years ago
- 16. As time went on S Staff attended some basic sensory processing training and we were soon seeing these symbols appearing in the weekly visual timetables of many of our ASD classes.
- 17. Our current approach Our aim at the moment is to do away with ‘sensory’ sessions, look carefully at the needs of each child and meet those needs throughout the
- 19. Case 1 - Sam
- 20. Case 2 - PR
- 21. Case 3 - WB
- 22. Some of the equipment we use Ear Defenders Probably the most commonly used sensory tool with children with ASD. A great way to support sensory avoiders that can’t cope with noisy environements (like school)
- 23. Some of the equipment we use Compression Vests These were inspired by Temple Grandin’s ‘squeeze machine’. The design has evolved into an item of clothing that can be worn during
- 24. Some of the equipment we use Body Sock Similarly, the body sock provides all- round compression and children can push against it for a more intense sensory experience.
- 25. Some of the equipment we use Fidget toys Having a box of fidget toys is a great way to engage children who seek vestibular sensory input (can’t sit still).
- 26. Some of the equipment we use Bean bags Bean bags are great because it provides compression without needing touch. It is very vesatile and portable
- 27. Some of the equipment we use Therapy balls Roll on it, bouce, press against it, rock against it, sit on it, lie on it (tummy or back). Provides vestibular and proprioceptive feedback. Can be calming or alerting.
- 28. Your challenge! S We will give each country a bag of dry pasta. S Your challenge is to think of as many different ways it could be used as a sensory tool to support children with sensory processing difficulties. S Try and identify which types of sensory information each use would provide.
Editor's Notes
- Visual – Information through the eyes Taste – information through the mouth Smell – Information through the nose Sound – information through the ears Touch – information through the hands & skin. Within touch there are different types: Temperature, pain, light touch and deep touch sensors. Everyone responds differently to different types of sensory information: Someone could be sensitive to cluttered sound or just loud noises. Or they could be extra sensitive to the glare from the sun or on paper or it could be that they need to have something close to their eyes. Some people prefer the dark and others dislike it. Everyone in this room will have a different tolerance to each of the senses and this will be effected by your emotional state/physical state (tired or unwell, in pain). External demands so if we have an impossible deadline or a really busy environment. This is also a dynamic/fluid process that is constantly changing due to these factors. So you can’t expect someone to be the same in the evening as they were in the morning.
- Actually we all have a sixth and seventh sense.
- We are not consciously aware of the hidden senses we cannot control them and we cannot see them The vestibular system detects spin in any direction. Detects linear movement like bouncing up and down or moving side to side. The proprioceptive system works with the vestibular system to provide information about where you are and what you are doing. For example, if you were sat crossed legged and the fire alarm went off, you wouldn’t need to stop, think and look at your legs to stand up successfully. Or playing a ball game you don’t have to consciously think about how tight I am holding the bat? Where is my arm? How far back should I swing? These are hidden systems that provide information all the time.
- If we think of this image as a neurotypical brain. It is able to take in and respond to sensory information automatically, efficiently and comfortably. For example in a noisy environment we could filter out the background noise and still maintain a conversation. Or we can spot someone familiar in a crowd by filtering and organising the sensory information. This ability comes because as a baby our hidden senses are providing a foundation on which we can develop the effectiveness of our perceptual senses.
- If we think of this image as an atypical brain i.e. an individual with autism or sensory processing difficulties. The sensory information coming in is not being filtered, organised or prioritised properly and the outcome of this can be overwhelming and very distressing.
- WARNING This is were it all gets a bit complex. Meeting sensory needs is very tricky because, like autism, every individual experiences each type of sensory information differently. On top of that their sensory needs are constantly changing depending on external factors. Therefore it often makes a liar out of us! Convinced a child can’t tolerate something then suddenly they really enjoy it.
- Everyone responds differently to different types of sensory information: Even in this room, everyone will have a different tolerance to each of the senses. Someone could be sensitive to cluttered sound or just loud noises. Or they could be extra sensitive to the glare from the sun or on paper or it could be that they need to have something close to their eyes. Some people prefer the dark and others dislike it. Additionally, these tolerances are constantly changing depending on our emotional/physical state. We may feel unwell or we might be tired. We might have had bad news and feel upset or distressed. We might be looking forward to something exciting. Furthermore, the way we process and respond to sensory information changes depending on external demands. We might have a deadline to meet or have a really busy day ahead. We might have to do some public speaking or attend a job interview. Therefore sensory processing is a dynamic/fluid process that is constantly changing due to these factors. So you can’t expect someone to be the same in the evening as they were in the morning. Now if we consider students we know who have a sensory processing difficulty or are on the autism spectrum. Almost every aspect of their day could be considered an external demand that would impact on how they process sensory information.
- Although not at all black and white, sensory integration problems can be reduced to sensory seekers and sensory avoiders. Everyone is different and each individual will experience and respond to each aspect of sensory information uniquely, but these two categories help us support their sensory needs. In these examples I imaged the person on the left wanting to feel the bumps of the toy car as it moved along the table and hear the wheels on the table at maximum volume. And watch the wheels spinning in close up. Whereas the person on the right is finding the tiny buzzing noise from the light far too intense to cope with and the light itself.
- For example if we think a child requires vestibular input. We could use a gentle, predictable swinging motion or rocking motion as a calming activity. Or fast, unpredictable spinning or vibration as an alerting activity. Auditory: Low noise level and slow tempo for a calming activitiy. Loud noises and fast beats could be used as an alerting technique. Another example is taste: Bland foods could be calming. Whereas sour or spicy foods may be alerting. Give out the Sensory Input Charts?
- We have 5 familiar senses that take in sensory information through the ears, eyes, nose, mouth and skin. We have 2 hidden senses that take in information from inside the body (inner ear and joints). Those with a sensory processing difficulty may be primarily a sensory seeker or a sensory avoider. However everyone experiences sensory information in a unique way. In order to meet children’s needs we need to read them and decide if they require an alerting or calming activity as well as which type of input would help them.
- 5 years ago our only understanding of meeting sensory needs was an all singing all dancing ‘light and sound’ room. Which is fantastic for alerting our PMLD students and providing them with a rich sensory experience but at the time our ASD students were also put in that bracket. We were all under the impression that ‘putting everything on’ would calm all children down.
- This was great progress because now classes were becoming more creative and designing sensory toys, sensory corners and ordering sensory equipment for their classrooms. The problem was that sensory needs were only being met, for example, at 1pm on a Wednesday afternoon.
- We have realised that sensory processing difficulties cannot be addressed once a week or even once a day. Our approach must by integrated into all parts of the curriculum and individualised to the needs of each student. This sounds like an impossible task and it certainly isn’t easy. However once you have an idea of a few tools to use depending on the sensory need, we are able to be resourceful and proactive so that children’s experiences improve.
- Now we will look at some cases were we have used sensory integration techniques to improve an individuals school experience. Sam is primarily a sensory seeker and a this year he transitioned classrooms and we had a period of extreme difficulty. Sam was seemingly permanently stressed and would seek out proprioceptive input (hands, cheeks, corridor walls, rocking on chairs, snapping/peeling twigs). This seeking behaviour became extreme and resulted in two broken thumbs were he had bent adults fingers too hard. Although at one point Sam’s needs seemed very very complex, once we considered his sensory seeking behaviour it was clear that he was seeking proprioceptive input. In busy environments (the dinner hall) this seeking increases. Look for more pressure. Link back to external factors. Transitions. Therefore we provided him with a quiet space so he didn’t have to spend too long in the classroom environment. We adapted his curriculum so the expectations and demands were reduced. We provided very broken down visual supports. Then we created a sensory diet. A range of targeted sensory activities to provide Sam with lots of proprioceptive input. These techniques happen for short bursts throughout his school day.
- Peter is a sensory seeker. The difference betweek him and Sam are that where Sam primarily seeks proprioceptive input. Peter seeks everything. Peter likes to soak up as much sensory information as possible, all at once and this can become over stimulating. If he could, Peter would watch hundreds of videos on an ipad, whilst using youtube on a computer, whilst looking at colourful alphabet books, while using a flapper infront of his eyes and jumping up and down. Peter bangs very hard on hard surfaces, kicks hard furniture, spits, puts his ear to speakers, jumps, beats his chest, rocks. Just about everything. So we reduced the external demands by providing a safe outside area, adapted his curriculum to reduce the need for too much language and provided lots of visual supports. We also limited the use of over stimulating devices. Then we designed a sensory diet that provides regular, sensory rich input.
- William is primarily a sensory avoider. He is extremely sensitive to loud sounds, strong smells, strong taste and can very quickly become overwhelmed and aggressive because of sensory information. We created a quiet space that William can access. We also provided him with a sand timer at his desk so he can request a break from the classroom. We provided colour by number sheets as this is calming for William. William has access to a bean bag and often lays face down on it. William carrys heavy paper stacks to reception everyday. William has access to fidget toys and has some books on his desk that he can look at whenever he wants to focus on them instead of the clutter of the classroom. William also has industrial strength ear defenders that he chooses to wear most of the time.
- It is important to note that lots of sensory equipment can be expensive to buy but there are often creative ways to meet the children’s sensory needs without great cost.
- It is important to note that lots of sensory equipment can be expensive to buy but there are often creative ways to meet the children’s sensory needs without great cost.
- It is important to note that lots of sensory equipment can be expensive to buy but there are often creative ways to meet the children’s sensory needs without great cost.
- It is important to note that lots of sensory equipment can be expensive to buy but there are often creative ways to meet the children’s sensory needs without great cost. Often children just have objects that they like and find comforting .
- It is important to note that lots of sensory equipment can be expensive to buy but there are often creative ways to meet the children’s sensory needs without great cost. Often children just have objects that they like and find comforting .
- It is important to note that lots of sensory equipment can be expensive to buy but there are often creative ways to meet the children’s sensory needs without great cost. Often children just have objects that they like and find comforting .
- Threading (Tactile/fine motor) Crunching (Proprioceptive/aural input) Roll over them (Proprioceptive and vestibular) Walk on them (Proprioceptive and tactile) Sprinkle them (Visual and tactile) Put them in a bottle (Auditory and visual) Cook it (Tactile) Change the flavour (spicy/sweet/sour) Textured bean bag. Weighted blanket. Shake it