An OT and SLP Team Approach to Educational Success
2014 Georgia Organization of School-based Speech-Language Pathologists
March 6th, 2014
Presented by Cindy Terry, Coordinator of Therapeutic Services Gwinnett County Public Schools and
Doris Osborne, Supervisor of Related Services Cobb County School District
What is a Related Service?
Under part B of IDEA, OT & PT are related services for eligible students, who, because of their disabilities, need special education and related services. Related services are support services that help the student to “benefit from special education”. (AOTA)
??Eligible??
A child does not become eligible for OT or
PT. He or she becomes eligible for special
education. The results of an OT or PT
assessment or evaluation presented to the
IEP committee for consideration drive the
need for school- based therapy support.
What is “educationally relevant” OT or PT?
A student with a disability has a need for improvement in his functional skills as related to his performance in the educational environment. The student may have an educational need as well as a medical or clinical need. However, some motor difficulties may not directly impact educational progress and may not constitute educational need. (CA DOE)
School- based OT and PT services are performed in the educational environment with educational staff.
What is the GA Consideration Tool?Guidance tool for determining the need for
educationally relevant therapy and time required to support the IEP goals/objectives
Summary of educational considerations based on a review ofstudent records, evaluations, observations,
progress notes, parent/teacher information, and other data
Visual aid to display the clinical reasoning process as noted by AOTA & APTA Best Practices for school-based therapists.
SLP and OT Co-TreatmentResearch in this area is limited. Studies reported most collaboration between
school-based SLPs and OTs are with students with ASD.
1999 AJOT study reported SLP and OT with a 98% collaboration during the evaluation 100% during intervention for students with ASD
2011 Study by Laura Czernik LEND Fellow found advantages with the most common being increased participation by the child
Leo Kanner- 1943 Coined the term “autism”“biological impairment like physical and intellectual handicaps” Noted perceptual difficulties and overreaction to loud noises and moving objects.
50’s and 60’s- viewed as an emotionally based disorder resulting from cold “refrigerator mother”
70’s- back to recognition as neurological impairmentLiterature focused on social, communication, behavior and cognitive issues. Attention to perceptual and sensory processing difficulties (abnormal response to visual, vestibular and auditory stimuli; disorder of sensorimotor integration; problems with modulation of sensory input and motor output)
Occupational Therapy1970’s- Jean Ayers- behavioral problems
associated with inadequate sensory integration.1980’s Knickerbocker- behaviors exhibited by
individuals with autism may be related to hyper- or hypo- reactions to sensory input. Planned sensory input provided through specific activities could help normalize reactions to sensory input and improve behavior.
Autopsy studies of individuals with autism have found developmental abnormalities in the cerebellum and limbic regions of the brain. Significant roles within sensory integrative process including modulation of sensory input.
Adults with autism have written personal accounts of sensory experiences- Temple Grandin, Donna Williams, Zosia Zaks, Judy Endow, Sean Barron, Stephen Shore, John Elder Robison, Larry Bisonnette & Tracy Thresher.
Examples of functional skills needed for schoolHand functionVisual skills/ visual
perceptual skillsHandwritingAttention spanOrganizational skillsSensory awarenessSensory processingSelf care skillsPositioningSocial SkillsMotor planning
Functional Mobility (walking or WC skills)
Stair climbingBalanceCoordinationOral motor skillsGross motor skillsFine motor skillsAssistive technologyPre-vocational tasksLeisure skills
Sensory Processing:
The organization of sensory input for
adaptive responses: learning, motor skills,
perceptual skills, behavior, social skills.
The brain locates, sorts and orders sensations
somewhat as a traffic officer directs moving cars.
When sensations flow in a well organized or
integrated manner, the brain can use those
sensations to form perceptions, behaviors and
learning. When the flow of sensations is
disorganized, life can be like a rush hour traffic jam.
-Jean Ayers, 1979
The brain acts much like a computer!Input goes in through the sensory systems…Which is processed in the brain…Resulting in an adaptive response…Which provides feedback/sensory input…Which is processed in the brain…Resulting in an adaptive response…
The process is cyclical.
Components of SPSensory Registration: Be aware of a sensory stimulusOrientation: Pay attention to new information being received Determine what sensory input needs attention and what
can be ignored Utilize functions of inhibition and facilitation = modulationInterpretation: Interpret and describe sensory input Allows for fight, fright, and flight responses (protective
system)Organization of a response: Determine if a response to a sensory stimuli is needed, and
how: cognitive, emotional, physical
Execution of a response: Execution of the cognitive, emotional, or physical response
Sensory ModulationThe ability of the nervous system to:Regulate, prioritize, and organize incoming
sensory information.Adapt to changes in the environment.Maintain arousal level appropriate to the
task.Results in:
Registration, arousal, self-regulation, attention, focus, and behavior or emotional responses
Over-reactive to sensory stimulationUnder-reactive to sensory stimulation
Modulation disordersIntegration disorders
Difficulties with arousal levels-that “just right” state for learning
Use sensory assessments to analyze.
The 2 Functions of the Nervous System:
1. Protection: fright, flight, fight
2. Discrimination: for learning,
communication, behavior
Central Nervous System:Sensory Processing Sets Foundation for:
Cognitive: academic learning,
daily living skills, behaviorPerceptual-Motor:
auditory language skills, visual-spatial perception, attention center functions, eye-hand coordination,
ocular-motor control, postural adjustmentSensory-Motor:
body scheme, reflex maturity, ability to screen input, postural security, awareness of the two sides of the body, motor
planningSensory:
olfactory, Visual, auditory, gustatory, tactile, vestibular, proprioception
Sensory Systems:From eyes – visionFrom ears – hearingFrom skin – touchFrom nose – smellFrom mouth – tasteFrom semi circular canals –
vestibularFrom muscles/joints - proprioception
THE TACTILE SYSTEMProvides us with our sense of touchFirst sensory system to operate in uterusRooting reflex, calming to neutral warmthReceptors in the skin provide information
about light touch, pressure, vibration, temperature, pain
Feedback- development of body awareness, motor planning
Needed for ADLs including schoolwork, job tasks
Tactile cont.Protective tactile system- more primitiveInitially dominantInforms us when dangerous contact is madeMay be gently alerted or activate “fright, flight
or fight” responseDiscriminative tactile system- allows us to feel
the quality of the item we are touchingHigher level- necessary for learning and brain
development
Tactile DysfunctionHyper- or hypo- sensitive to touchProblems with tactile discriminationSensory modulation- unable to screen out
sensations; overwhelmed to point of not responding to other sensory systems
Tactile defensiveness- (hyper-)regarded as threatening. Can tolerate touch but not receive touch
Behaviorally- anxious, aggressive, controlling, inflexible, unwilling to participate in activities
Hypo-low arousal levels require intense inputBody awareness, motor planning problems due to
impaired feedbackDelayed reaction to touch- may not realize injurySeeking tactile input- constantly touching- social
implications
THE VESTIBULAR SYSTEMProvides information about movement, gravity, changing
head positionsTells us if we are moving, still, direction and speed of
movementDevelops relationship to earth- body position vertical or
horizontal even with eyes shutBalance, postural security, self- regulation and modulationReceptors located within structures of ear( semi-circular
canals, utricle, saccule) Influences development of eye movements- tracking,
focusing, maintaining upright posture Influences muscle tone, “readiness” to perform workProtective- reflexes to prevent fallingDiscriminative- recognize going faster, slowing down,
rotary movements, rhythmical
VESTIBULAR DYSFUNCTION
Hyper- fearful with changes in gravity and position- gravitationally insecure- do not like heights, feet off ground
May feel discomfort, nausea, or dizziness with movementNo exploration of environment, no motor memory= poor
motor planningHypo- seekers, crave movement- climbing, jumping,
excessive movement to stay alert and organizedProblems with self-regulation- inconsistent responses to
sensory input , emotional instability, inappropriate arousal levels, difficulty maintaining and shifting attention
PROPRIOCEPTIVE SYSTEMUnconscious awareness of body positionHow much force necessary for muscles to exert
so we can grade movementsReceptors located in muscles, tendons,
ligaments, joint capsules, connective tissueRespond to movement and gravity- helps us
make sense of movement and touch experiencesPosition in space, body map- motor planningRegulate arousal levels (stretch, heavy work)
Proprioceptive DysfunctionPoor body awareness
poor grading of movements- break items, writing too hard or too light, may fatigue easily
May use proprioceptive input to reduce hypersensitivity to other sensations- intense rocking, banging back and head against chair, jump on beds, squeeze between furniture, hide under heavy blankets
Autism Sensory Processing
Sensory Quota Systemaccording to Zosia Zaks
“Say my brain has only 100 Sensory Processing Units. If it takes 95 units to decipher the sounds of a conversation, decode the conversational signals that indicate turns and innuendo, pick up the contextual clues that impart social meaning, and modulate my voice, I have just five units remaining to use for other sensory sources.
Since looking at someone’s face, decoding facial expressions and coping with the pain of the fluorescent lights requires (hypothetically) at least 75 units, in this case I would not have enough Sensory Processing Units to look at the other person, or even open my eyes, while we conversed. This helps explain why most autistic people are unable to look at someone in the eyes while also talking, a characteristic behavior of autism spectrum disorders.”
When SPUs are used up:Sensory overwhelm or sensory meltdownNeed to calm self ALONE
Scrambling- difficulty sorting sensory input into meaningful chunks of information
Sensory cross-firing (synaesthesia)- experiencing a sensation in one sensory system yet perceiving the sensation in another modality
Research continues to demonstrate that people with ASD tend to have more issues with sensory processing than the general population (Kientz & Dunn, 1997; Watling, Dietz & White, 2001).
Those with ASD demonstrate sensory symptoms specifically indentified in taste, smell, tactile and auditory processing (Rogers, Hepburn & Wehner, 2003).
…people with ASD often over- or under-process sensory input from the environment (Ornitz, 1989; Wainwright-Sharp and Bryson, 1993) or have trouble regulating sensory information (Lincoln et.al., 1993, 1995).
BRAIN ACTIVITY
Be aware of your sensory needs….
Be aware of the sensory needs of your students!
Everyone has them!
Behavior Everything we do.
Behavior may be learned, a nervous system response to an
environmental stimuli, or both.
Behaviors have specific functions.
Functions of Behavior:Escape: avoidance of a person, task,
situation, or environment Tangible: desire for a specific item, activity
or feelingAttention: desire for positive or negative
attention from peers or adultsSensory: desire for a feeling, taste, sound,
or environment to meet a sensory need or a fear or avoidance of sensory input
Power/Control: desire for clout, authority, the last word, influence over their environment
Problem Behavior:
Student does not conduct himself properly for the environment or situation.
Student’s behavior does not match what we expect from his peers.
Student does not do what we want him to do, when we want him to do it, or how we want him to do it.
Consider: Who’s problem is it?
Prioritize need for Behavioral Change/Hierarchy:
1. Behaviors that harm self.
2. Behaviors that harm others.
3. Behaviors that harm property.
4. Behaviors that are disruptive.
5. Behaviors that are distracting.
Behavioral ModelBehavior is conditioned via external stimuli
Based on the work of B.F. Skinner
When external stimuli are identified, they can be manipulated and result in an increase, decrease or maintenance of the behavior (used in ABA, PBS, etc.)
Positive and Negative Reinforcement Punishment and Extinction
Behavior Assumptions Sensory Assumptions
Serves a function (obtain or escape)
Function is valid for the individual
Is learned and can be unlearned Problem behavior is often
viewed as a form of communication.
Problem behavior results from a lack of basic social skills.
Problem behavior may be a source of internal pleasure.
Problem behavior can be something a student does when he or she does not know what else to do.
(Alberto & Troutman, 2009)
Problem behaviors may result from an underlying sensory processing disorder
Sensory behaviors serve a function
Sensory behaviors may be productive or nonproductive
Productive- meet a regulatory need Nonproductive- may be a source of
internal pleasure
Sensory behaviors will be acceptable or unacceptable
Sensory behaviors can be used for communication purposes.
(Murray-Slutsky & Paris, 2005)
SESNORY BASED LEARNERSHandout
TASK AVOIDANCE Handout
Some common misconceptions about negative behavior and sensory concerns:
Sensory strategies will reinforce negative behavior.“He enjoys it, there’s a smile on his/her face the whole time.”“She can do it, she did it before…she just doesn’t want to.”“He’s just being manipulative.”
A-B-C ModelA- Antecedent: Events that occur before
behaviors and that may cue or set the stage for certain behaviors. (Who, what, when, where?)
B- Behavior of concernC- Consequence: Events that follow a
behavior that determine whether the behavior will be repeated or not.
(Murray-Slutsky & Paris, 2012)
Antecedent Control:Set the stage for success!
Environmental influences
Scheduling considerations
Activity considerations
Can reduce the need for specific sensory diets or behavior plans as we manage behavior.
Environmental Factors that Impact BehaviorBehaviors are More likely to
OccurLarge RoomUnstructured tasks or
schedulePoorly planned
transitionsLow child-adult ratioProximity of othersStress or frustrationEnvironmental factors:
noise, clutterChange: people, place,
activitiesBored, lack of StimulationExcessive Waiting
Behaviors are Less Likely to OccurSmall roomsStructured tasksOne to One child-adult
ratioEngrossing, taskStimulating, interesting
activitiesNo waiting timeQuiet environmentArea free from
distractions and clutterRepetition, routinePre-planned transitionsFamiliar PeopleAssistance Provided
Environmental Influences Promote an environment which facilitates
sensory modulation. Utilize calming and excitatory influences throughout the day,
depending upon the specific task and requirements.
Adjust lighting.Utilize music or white noise when
appropriate.Utilize aroma therapy.Offer an array of seating and positioning
options, including those that offer movement.Make weighted lap pads or snakes if possible.Offer water bottles, gum, chewy or crunchy
snacks.
Scheduling ConsiderationsIntersperse all “sitting and concentrating”
activities with movement or heavy work activities
Use visuals to communicate schedules so students can prepare for changes and transitions
Verbally prepare students in advance when non-typical activities will occur, i.e.- fire drill, outings, visitors
Ways you can help…..Routine:
Provides student with understanding- gives confidence and security
Gives sense of predictability BUT…have to help with what happens when changes occur…prepare, prepare,
prepare
First/ Then routinesIndividual Schedules
Use photos, icons, wordsLength of scheduleVarious ways to use them
For the day’s events For specific routines in the room
Activity Considerations:Give choices when possibleMix non-preferred with preferredMake tasks short & manageable, especially if frustratingUse reinforcersMake expectations and consequences/rewards clear
Reduce the AnxietySCHEDULE DOWN TIME- will melt down if have to earn Sensory Input- determine function, use tools- nubby seats,
balls, tramps, velcro, pressure, sensory dietFidgets
Students with ADD/ADHD may exhibit improved focus by allowing them to hold fidget
Principles for Using Sensory Strategies:1. Make sure strategies are not used to reinforce
negative behaviors- be proactive, not reactive2. Provide a sensory diet- schedule frequent
breaks (movement/ stationary), heavy work throughout day, use strategies that can be used during learning tasks. When in doubt- use proprioception!
3. Utilize strategies to regulate arousal level, teach self-regulation: mouth, hands, move, auditory, visual
4. Teach the student to communicate needs.
InterventionsBased on information gathered, the therapist
collaborates with teachers and parents to design an intervention plan to address the child's sensory processing problems.
The goal of a sensory based approach is to provide the “just right” amount of input in order to help the child regulate his sensory system and adapt to improve attention and focus for learning to occur.
Sensory Diet
Term coined by Patricia and Julia Wilbarger in 1991.
Individualized, planned and scheduled activity program developed to help a specific child meet his/her sensory needs.
Combination of alerting, organizing, and calming activities.
Dynamic- Adapts with the child’s sensory changes
Everyone has one.
Sensory DietMetaphor- nutritional diet. Sensory
diet requires the right combination of sensory input to keep an optimal level of arousal throughout the day.
“Sensory snacks” – short term“Sensory entrees” last longer, very
powerful Powerful behavioral tool!
Sensory Diet Over-responsive/ hypersensitiveSchedule sensory activities throughout the
child’s day to modify arousal levels to fit the child’s needs.
Activities with intensity and long lasting effectsBe proactive to keep child calm and organized.Deep proprioceptive activities are calming and
organizing: heavy work, wall push ups, weights, climbing, pushing, pulling
Tactile: deep touch pressure, massageVestibular: Proceed with caution beginning
slowly with proprioceptive activities. Jumping on trampoline, swinging
If your student is overly sensitive to or overly stimulated by sensory input:Touch: Use firm pressure. Always approach from the
front. Ask permission to touch. Allow to be in front or rear of lines.
Noise: Keep classroom noise to a minimum. Try using white noise. Try using earplugs, earphones, or cotton balls in ears when in noisy environments. Always prepare in advance of a fire drill. Muffle your classroom speakers. Position desk on outer periphery of classroom and away from doorways/hallways.
Vision: Keep classroom and walls uncluttered. Have student keep minimal items on his/her desk. Use simplified worksheets. Use a reading or writing window. Position desk in front of classroom and away from doorways. Try using a study carrel or an “office”. Use sunglasses outside if needed.
Sensory Diet: Under-responsive/ hyposensitiveSensory activities to “wake up the systems”. Intense to
increase registration, awareness, overall processing.Be proactive to keep child alert, awake, organized,
engaged.Modify environment to alert: bright colors and lights,
animationProprioceptive: weights, pushing, pulling, carrying &
lifting heavy objects. Combine with vestibular: jogging, climbing, monkey bars
Tactile: sucking, chewing, massage, vibration, sand table activities alternating sand, rice, beans; putty
Vestibular: jumping on trampoline, swinging, bouncing on ball
Sensory Diet: Sensory seekersSchedule sensory activities throughout the day to
modify arousal levels. Assure availability of activities.
Select 1 or 2 powerful activities to maintain optimal alert state.
Intense, long lasting effectsBe proactive to keep child calm and organized.Proprioceptive: activities for calming, organizing.
Heavy work, wall & chair push ups, climbing, monkey bars, pushing, pulling, weights
Tactile: deep touch pressure, massageVestibular: Linear movement, bouncing on ball,
jumping on trampoline, riding bike
Sensory Strategies Used in Schools
Activity or Equipment Sensory System
Purpose/criterion
Weighted vest P,T Calming, organizing, attending. Adhere to protocol
Weighted lap-pads or snakes
P,T Calming, organizing, attending
Pressure vests P,T Calming, organizing, attending. Offers sustained input
“Wiggle” cushions V, T Facilitates attending. Allows movement while remaining in seat.
Quiet or safe area in classroom
Designed to target 1or more systems
Allows student to control need to re-group, chill-out, prepare for unscheduled event. Favorite calming act.
Sensory Input Calming Alerting
General Characteristics
Mild/SoftSlow/ RhythmicalSimple/ Familiar/ ExpectedLow Demand/ + Assoc.
Strong/ PronouncedFast/ Jerky/ Non- rhythmicalComplex/ Busy Unfamiliar/UnexpectedHigh Demand/ - Assoc.
Movement:Vestibular, Proprioception/ Kinesthetic
Slow rocking, swingingHeavy work: pushing, pulling
Fast rocking, swingingBouncing/ Jumping
Tactile Firm, steady pressure or weightStudent preparedWarm neutralSoft/ Smooth
Light or erratic touchStudent unpreparedCold/ Stiff/ Scratchy
Auditory Soft/ SlowClassical, soft rock, some jazzStatic/ White noise
Loud/Fast/Non-rhythmHard rock/ Rap
Visual Neutral or soothing colorsSimple/ Soft lighting
Bright or loud colorsBusy/ Bright lighting
Smell Soft pleasant smells Strong or noxious odors
Taste Sucking/ Sweet/ Bland Crunchy/ Cold/ Bitter/ Spicy
Sensory SupportsSensory storiesThe Alert ProgramDrive Thru Menus Exercise ProgramsStickidsSensational BrainEquipment- tramps, pressure vests,
weighted vests, blankets, fidgets, swings, dynamic seating, etc.
• You’re Welcome: 30 Innovative Ideas for the Inclusive Classroom– Patrick Schwartz and Paula Kluth
• The Incredible 5-Point Scale– Kari Dunn Buron and Mitzi Curtis
• “Just Give Him the Whale!”– Paula Kluth and Patrick Schwarz
• Practical Solutions to Everyday Challenges for Children with Asperger’s Syndrome– Haley Morgan Myles
Great Resources…
Building Bridges Through Sensory Integration: Therapy of Children with Autism and Other Pervasive Developmental DisordersEllen Yack, Paula Aquilla, Shirley Sutton
Bibliography
Adams, Janice I. Autism-P.D.D.—More Creative Ideas, From Age Eight to Early Adulthood. Ontario: Adams Publications, 1997.
Brack, Jenny Clark. Learn to Move, Move to Learn!: Sensorimotor Early Childhood Activity Themes. Shawnee Mission, Kansas: Autism Asperger Publishing Co., 2004.
Brack, Jenny Clark. Sensory Processing Disorder: Simulations and Solutions for Parents, Teachers, and Therapists. DVD. Autism Asperger Publishing Company, 2006.
Children’s Development Team. Learning Through the Senses Resource Manual: The Impact of Sensory Processing in the Classroom. San Antonio, TX: Pearson, 2006.
Coleman, Gina Geppert, Zoe Mailloux, and Susanne Smith Roley. Sensory Integration: Answers for Parents. Santa Rosa, CA: Crestport Press, 2004.
Dunn, Winnie. Best Practice Occupational Therapy: In Community Service With Children and Families. Thorofare, NJ: SLACK Incorporated, 2000.
Dunn, Winnie. Sensory Processing Concepts and Applications in Practice. DVD. The American Occupational Therapy Association, 2009.
Emmons, Polly Godwin and Liz McKendry Anderson. Understanding Sensory Dysfunction: Learning, Development, and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorder. London and Philadelphia: Jessica Kingsley Publishers, 2005.
Fein, Deborah and Michelle A. Dunn. Autism in Your Classroom: A General Educator’s Guide to Students With Autism Spectrum Disorder. Bethesda, MD: Woodbine House, 2007.
Glasberg, Beth A. Stop That Seemingly Senseless Behavior!: FBA-Based Interventions for People With Autism. Bethesda, MD: Woodbine House, 2008.
Harris, Sandra L. and Mary Jane Weiss. Right From the Start: Behavioral Intervention for Young Children With Autism. Bethesda, MD: Woodbine House, 2007.
Handft, Barbara and Jayne Shepherd. Collarborating for Student Success: A Guide for School-Based Occupational Therapy. Bethesda, MD: The American Occupational Therapy Association, Inc., 2008.
Holzhauser-Peters, Leslie and Leslie True. Making Sense of Children’s Thinking and Behavior: A Step-by-Step Tool for Understanding Children With NLD, Asperger’s, HFA, PDD-NOS, and Other Neurological Differences. London and Philadelphia: Jessica Kingsley Publishers, 2008.
Marr, Deborah and Nackley, Victoria. Sensory Stories. Framington, MA: Therapro, 2009 Miller, Lucy Jane. Sensational Kids: Hope and Help for Children with Sensory Processing
Disorder (SPD). New York: Penguin Group, 2006. Miller-Kuhaneck, Heather. Autism: A Comprehensive Occupational Therapy Approach.
Bethesda, MD: The American Occupational Therapy Association, Inc., 2001. Murray-Slutsky, Carolyn and Betty A. Paris. Exploring the Spectrum of Autism and
Pervasive Developmental Disorders. USA: Therapy Skill Builders, 2000. Murray-Slutsky, Carolyn and Betty A. Paris. Is It Sensory or Is It Behavior?: Behavior
Problem Identification, Assessment, and Intervention. Austin, TX: Hammill Institute on Disabilities, 2005.
Myles, Brenda Smith, Diane Adreon, and Dena Gitlitz. Simple Strategies That Work!: Helpful Hints for All Educators of Students With Asperger Syndrome, High-Functioning Autism, and Related Disabilities. Shawnee Mission, Kansas: Autism Asperger Publishing Co., 2006.
Quirk, Norma J. and Marie E. DiMatties. The Relationship of Learning Problems and Classroom Performance to Sensory Integration. 1990.
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Additional ResourcesS’cool Moves for Learning: Enhance Learning Through Self- Regulation
ActivitiesWilson, Debra Em and Heiniger-White, Margot C.
More Minute Moves: Seven Weeks to Classroom Management SuccessWilson, Debra Em
www.schoolmoves.comToo Loud, Too Bright, Too Fast, Too Tight: What to do if you are Sensory
Defensive in an Overstimulating World Heller, Sharon
Sensory Secrets: How to Jump-start Learning in ChildrenSchneider, Catherine Chemin
Oh Behave! Sensory Processing and Behavioral Strategies: A Practical Guide for Clinicians, Teachers and ParentsTrott, Maryann Colby
Self- Calming CardsCrary, Elizabeth and Katayama, Mits
Sensory Challenges and AnswersGrandin, Temple Building Bridges Through Sensory Integration: Therapy of Children with
Autism and Other Pervasive Developmental Disorders• Ellen Yack, Paula Aquilla, Shirley Sutton
Need assistance locating these or other resources, contact Cindy Terry @ [email protected].
Or Doris Osborne@ [email protected]
