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WHAT IS SENSORY PROCESSING/SENSORY INTEGRATION?Sensory processing or sensory integration is a neurological

process that occurs in all of us.

We constantly take in sensory information through our bodies from the world around us. As our brains organize or integrate this sensory information it becomes meaningful to us.

Normal sensory integration allows us to respond to the specific sensory input we receive automatically, efficiently and comfortably.

THE FAMILIAR SENSES

We have 5 familiar senses that respond to

sensory input from outside of our body.

Perception of what one hears (sound)

Information from your ears

AUDITORY SENSE

Perception of taste, texture, temperature & flavors

Information through the mouth

GUSTATORY

Perception of what one smells

Information received through the nose

OLFACTORY

Perception of what your eyes see

Information through the eyes

VISION

Touch sense Information

received through the hands & skin

TACTILE

THE HIDDEN SENSES

We have 2 hidden senses that respond

to sensory input inside our body.

Vestibular

• Information about movement through the inner ear

Tells us if we are moving or still, if we are going fast or slow and what direction we are going

PROPRIOCEPTIVE • Information from muscles, tendons and joints

Tells us where each part of our body is and how our body is moving through space

IMPACT OF HIDDEN SENSES

We are not consciously aware of the hidden senses

we cannot control them

and we cannot see them

Along with the Tactile (touch) system, these 2 hidden senses are fundamental in laying the ground work for a child’s healthy development.

When the hidden senses operate automatically and efficiently a child is able to focus his eyes, ears and attention (familiar senses) to the task at hand.

FROM OUT OF SYNC CHILD

WHAT IS SENSORY INTEGRATION DYSFUNCTION?

The inability to take in, organize and respond

to sensory information in a

meaningful & appropriate way.

Also called:

Sensory Integration Disorder

Sensory Processing Disorder

SI Dysfunction

Self-regulation difficulties

WHAT DOES DYSFUNCTION LOOK LIKE?

Affects arousal, alertness and self-regulation

Some individuals may be overly sensitive & responsive while others are under-responsive

Everyone processes sensory input differently and that’s okay.

What matters: When any sensory input is negatively impacting the child’s life & causing problems.

WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?

AUDITORY: Information through the ears (sound)

What you may see:-covers ears during assemblies, gym and music

classes, fire drills-overly distressed or crying from sounds that are

loud or unexpected-bothered by sounds that don’t bother others -trouble following verbal directions-trouble locating where sound is coming from,

looking all around

Strategies Head phones, ear plugs Prior notice of fire drills & other loud noises Sitting away from speakers Sit with back toward wall versus back toward

group Chew gum or other crunchy/chewy snacks Squeeze hand fidgets

WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?

GUSTATORY: Information through the mouth (taste)

-extremely picky eater-puts everything into the mouth-prefers strong flavors

Gustatory input Strategies

For oral seekers:

Allow safe oral input (for oral seekers)

Use really chewy foods for snacks

water bottle

gum

WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?

OLFACTORY: Information through the nose (smells)

-feels sick when strong smelling foods are served in the cafeteria

-objects to smells others don’t notice OR undersensitive to odors

-smells/sniffs everything they come into contact with-can be a picky eater

Olfactory input strategies

Try to keep lotions and perfume to minimumBe conscious of smells of cleaning products in environmentLunch room can be overwhelming for some studentsSocial narratives to address olfactory issues

WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?

VISUAL: Information through the eyes, including sight

-shields eyes or squints

-trouble focusing on any one object or person or shifting eye gaze

-eye tracking

-spatial relationship difficulties (bump into things, over/undershoot)

Visual input strategies Sun glasses or brimmed hats

Alternative lighting sources

Alternate seating options

-Seated in front of the classroom

- define a space

Provide a visual example of completed project, visual schedule or cue cards

Rooms clear of visual clutter and organized

Visual timers

Study corral

WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?

TACTILE: Information through the layers of skin (touch)

-dislikes glue, marker, paint on their hands OR seeks messy activities

-does not like to be touched OR seems unaware of touch

-sensitive to clothes, grooming (having hair/nails cut, teeth brushed)

-child doesn’t notice food or liquid left on their face

-high pain tolerance

-mouth objects past age 2

Tactile activity StrategiesUse firm pressure

Verbally tell child you will touch them

\hand hugs

Shaving cream, finger paints, play-doh, sand & water play, other textures, sandpaper

unscented lotion

Seated near back of group or with extra space between peers

Fidgets

may need to be first or last in line

may need to leave class early to avoid crowded transition areas

WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?

PROPRIOCEPTIVE: Information through the muscles and joints

-looks clumsy (bump into obstacles, fall off chair, knocks over things)

-uses too much or too little force with writing tools, other objects

-trouble learning new body movements-knowing where body is in relation to others and objects-rubbing hands across wall

Strategies for PROPRIOCEPTIVE/Resistive activities:Heavy work activities (e.g. animal walks, chair push-ups)

Brain Gym program

Break down motor tasks into smaller steps

Hand-over-hand or help them motor through task

Alternative work positions

Theraband

WHAT DOES IT LOOK LIKE? WHAT CAN WE DO ABOUT IT?

VESTIBULAR: Information from movement

-fear with motion, spinning, swinging, anxious if feet leave ground

-easily motion or car sick OR craves motion, spinning, and swinging

-unusually cautious, sedentary, hesitant to try activities or take risks

-easily loses balance on balance beam, hopping, or climbing stairs

Strategies for Vestibular Input

Frequent movement breaks (e.g. walk)

Need a defined space (i.e. walking zone)

Modified seating options- t stool, stand vs. sit , cushions, ball, rocking chair)

recess

FIDGET USE

USE OF CLASSROOM STRATEGIES TO ADDRESS SELF-REGULATION ISSUES• Brain breaks

• Yoga

• Brain gym

• Water bottles

• snack

RECESS

• Appropriate alternative physical activity is recommended if recess loss is a consequence for a behavior plan.

PREVENTATIVE SENSORY STRATEGIES GOAL: REMAIN REGULATED! WHEN A CHILD IS REGULATED S/HE WILL HAVE AN OPEN MIND, ACCESS RATIONAL THINKING AND BE ABLE TO PROCESS & FUNCTION

OUT OF CLASSROOM STRATEGIES

• Take a walk.

• Go get a drink.

• Take a note to the office.

IMPLEMENTATION• Natural transitions are good times for implementation.

• Don’t reinforce work avoidance behaviors.

WHEN TO CALL IN THE OT

Consistent application of universal strategies is needed over a period of time before calling in the

occupational therapist.

Leanne DeckerTammy FickiesJodie FowlerSue KorteMya Pakonen-ZubalKari SchroederAngie SellEllen SimmonsKen TsangStacy TurkeDonna Walker

REFERENCESWilliams, M.S. & Shellenberger, S. (1996). How Does Your Engine Run? A

Leader’s Guide to The Alert Program for Self-Regulation, Albuquerque, NM: Therapy Works, Inc.

Yack, E., Aquilla, P. & Sutton, S. (2004). Building Bridges Through Sensory Integration, Las Vegas, NV: Sensory Resources, LLC.

Miller, L.J. (2006). Sensational Kids, New York, NY: G.P. Putnam’s Sons.

Biel, L. & Peske, N. (2005). Raising a Sensory Smart Child, New York, NY: Penguin Books.

Kranowitz, C.S. (1989). The Out of Sync Child, New York, NY: The Berkley Publishing Group.

Cohen, I. & Goldsmith, M. (2000). Hands On, How to Use Brain Gym in the Classroom, Edu-Kinesthetics, Inc.

Dr. Ross Greene, Lost At School, Why Our Kids With Behavioral Challenges Are Falling Through the Cracks, and How We Can Help Them.