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Understanding Sensory Dysfunction: Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorder
Understanding Sensory Dysfunction is a clear and comprehensive resource to identifying and addressing sensory dysfunction in children, using a range of practical strategies to help them reach their full potential at home, at school and in the community.
The authors explain the causes, contributing factors, symptoms and associated behaviors of sensory dysfunction, particularly when found in conditions such as autism spectrum disorders (ASDs), ADHD and bipolar disorder. Focusing on early intervention, they provide a host of tried and tested integration activities, assessment and curricular modifications, treatment options and useful equipment and resources that ultimately aim to limit or prevent the interference of sensory dysfunction with successful learning, socialization and skills development.
This accessible and empowering book offers a unique approach to the condition and will help families, teachers and caregivers meet the particular needs of children with sensory dysfunction.
The authors explain the causes, contributing factors, symptoms and associated behaviors of sensory dysfunction, particularly when found in conditions such as autism spectrum disorders (ASDs), ADHD and bipolar disorder. Focusing on early intervention, they provide a host of tried and tested integration activities, assessment and curricular modifications, treatment options and useful equipment and resources that ultimately aim to limit or prevent the interference of sensory dysfunction with successful learning, socialization and skills development.
This accessible and empowering book offers a unique approach to the condition and will help families, teachers and caregivers meet the particular needs of children with sensory dysfunction.
176 pages, Paperback
First published January 1, 2005
3 people are currently reading
109 people want to read
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September 15, 2014
Countless bits of sensory
information enter into our brains every moment…the brain locates,
sorts and orders sensations—somewhat as a traffic policeman 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 disorga-
nized, life can be like a rush hour traffic jam. (pp.4–5)
We came to find out that our children were not just [willful] and [difficult,] but were doing the best they could from moment to moment. Dr. Ayres was one of the first to recognize that some children's nervous systems are just not as stable as other children's, making them more emotionally fragile; that too much noise, confusion, demands, changes in routines, or illness can cause them to lose control of their emotions. It was important for the people in their lives to sense when this was going to happen and help our children to cope."
"The central nervous system seems to contain a degree of plasticity. In other words, certain areas of the brain may be able to compensate or take over functioning for another part. For example, a toddler suffers a head injury and loses his speech; the plasticity of the brain may be able to kick in, with the toddler ending up with near age-appropriate language development."
"professionals often break sensory processing down into different components; for example, sensory registration, sensory modulation, and sensory response. To clarify these terms, we will refer to sensory registration as the conscious or unconscious perception of one or more sensory signals -- "Difficulties with sensory registration: may appear under-reactive to movement or touch, can appear lethargic, may exhibit a delayed response to sensory input. Or may appear over-reactive to movement or touch, may exhibit heightened response to sensory input.";
sensory modulation as the modification or alteration of the perception of a sensory signal (e.g., level of arousal) before it is processed for appropriate action -- Difficulties with sensory modulation: may be upset with changes in routine, have a high level of distractibility, have a high activity level, experience difficulty with transitions, or may appear [detached], [withdrawn] or [shutdown].
sensory response as the behavior that is driven by the integration of the registration and modulation of the sensory input -- Difficulties with sensory response or [integration]: may have problems with motor planning, may have a poor quality of motor responses (especially controlled motor responses and/or [protective] responses), may have poor body awareness, may have trouble coordinating the two sides of the body
"registration of sensory input• orientation to sensory input• interpretation of sensory input• organization of a response to the sensory input• execution of response."
sensory systems: tactile, vestibular, and propioceptive
"assessment of sensory dysfunction is the marriage of an art and a science. There is a huge difference between an evaluator/observer who is competent, and an evaluator/observer who is savvy and insightful, who is able to look beyond the superficial attributes into the complexities of the assessment process, and the uniqueness of every child."
allow the child to wear gloves, so his skin does not have direct contact with the aversive texture• introduce aversive textures slowly, allowing students to build up tolerance at their own pace (if everyone else is having pretzels for snack, but Breon finds crunchy to be aversive, ask him to try one bite (or maybe just [Hold the pretzel for a moment, then you can have your banana])• recognize that a student may need a cotton towel or piece of cloth on his chair or [place on the rug] because the texture of the chair or rug is too aversive/distracting.• Allow the student to be either the line leader or the line [caboose] (but never in the middle of the line—believe us, the complaints of being touched will begin before the class has exited the room!).• Gain tolerance to textures by small, frequent exposures to a variety of textures (hands/feet in dry macaroni, beans, birdseed, packing peanuts, water, playdough, frosting, shaving cream, cotton, Velcro, synthetics, tacky glue, finger paints).• If the students crave tactile input and have their hands all over everything and everyone• tell social stories about appropriate times and ways of touching people• use a hula hoop for establishing personal space boundaries (place hula hoop on ground, have student stand in the middle to help visualize personal space boundaries for self and others)• allow a squeeze toy or [fidget toy] (tennis balls work great!) to squeeze throughout the day• allow younger students to have a small square of carpeting or towel to define [their space] when seated or standing• have a [hand pouch](two handkerchiefs sewn together) ready for student to stick hands in
busy visually? Is every inch of space taken up, creating a visual montage? Or are work, art, and projects displayed in a thoughtful manner, provoking a creative, organized atmosphere?• Use icons, words, or words and icons together (mounted on index cards) to help refocus, to promote staying on task and to minimize behavioral issues.• Use sign language to [back up] words and/or icons. Very useful during transitions times, classroom group time, and during large (noisy) crowd times—cafeteria, assembly, recess, physical education.• Use exaggerated facial expressions (typically a child with ASD and often a child with sensory issues will not [get] the subtle nuances of facial expressions or someone who is [talking with her eyes]). Of course, the student needs to be practiced in what these facial expressions mean ahead of time—[Oh, I get it, Mrs. Emmons, that is your 'I don't understand' look!]• Define the layout of the room by physical boundaries.• Use real objects to define abstract ideas—e.g., hula hoop for space, clock that shows by color how much time is left for an activity (or waiting time), a circle that is red on one side and green on the other side (either attached to a popsicle stick or hung around the neck with yarn) that can be wordlessly flipped by the teacher or paraprofessional to indicate when a child needs to be quiet (and not interrupt), or can ask questions or volunteer information. Use realistic manipulatives (something that looks and feels like the actual object, e.g. small plastic coins) whenever possible.• Consider providing the student with:• a study guide for a topic or lecture• an outline where the student is responsible for filling in the details (this works well, helping to keep the student on track and not just attempting to write down every word).Childrenwho have autism spectrum disorders are, overwhelmingly, visual learners. However, visual schedules will prove to be a lifeline for many students.• Individual schedules—icons only, words only, icons with words, color-coded; subtly included in student's notebook, posted
Proprioceptive dysfunction• Allowing the student to wear a weighted vest may help (easy to make), or a knapsack with some weight.• Use a non-slip mat to prevent student from sliding out of chair so easily.• Use a non-slip mat to hold pieces of paper or worksheets in place.• Allow student to stand at desk at various times.• Allow student to walk up and down stairs.• Supply a chubby pencil grip for holding on to pencil.• Allow student to wear an adjustable belt or waistband around waist.• Give student a tennis ball to squeeze.• Joint compressions may be helpful (a technique that needs to be learned from a certified OT or PT and closely supervised).• Let student listen while sitting on a large physio-ball or T-stool.• Let student give self a bear hug.• Have student carry something with weight or hold a couple of books (if seated).• A mummy-style sleeping bag to wrap (swaddle) into may improve listening ability in many children with sensory dysfunction who crave deep pressure.• The [peanut butter and jelly]—have child lie on mat, then cover with heavy blanket(s) and gently [squish] the child—with even, deep pressure—OT or PT should instruct on usage.
Vestibular dysfunction• Schedule periods (varying from quite brief to extended) of activities involving motion: swinging, jumping, slide, physio-ball, walking, climbing stairs, see-saw, mini-trampoline, dancing. Periods of these types of activities before a period of quiet listening or working may help to organize the sensory systems so the student will be more able to be calm and focused. They may be part of a [sensory diet] program for a student to help organize and focus the sensory systems. OT or PT may place the students on suspended equipment, such as bolster swing, netting swing, four loop (two kids with legs through loops) swing, platform swing, etc.• PT/OT/teacher may also use equipment such as roller skates, balance beam, scooter board, balance board, etc.
Anytime a difficult situation arises (behavioral, social, academic), the situation must be broken into its component parts and analyzed individually. The first aspect to analyze is the behavior; what does it look like (describe)? Next, what happened just before the situation (pre-behavior situation)? Then, because this is sensory integration dysfunction we are discussing, we need to know what happened several hours (or days) before (at home, on the bus, at the sitter's last night) that might be related (neverforgets factor). Finally, we get the point of view (POV) of the child who has sensory dysfunction or Asperger's. The POV of this child may be very different, distorted or, most likely, narrow, compared to the POV of his or her peers on the same situation.
ANALYZE• Behaviors:• Disorganized—Executive functioning.• Difficulty understanding/interpreting directions—Pragmatics.• Difficulty understanding/interpreting direction—Sensory.• Anxiety issues.• Homework:• Organization—Executive functioning.• Difficulty understanding/interpreting directions—Pragmatics.• Difficulty writing out assignments—Sensory/pragmatics.• Anxiety issues.• Difficulty coping with feedback—Pragmatics. STRATEGIESCody's team of teachers got together with a special education teacher and an occupational therapist. After brainstorming, here are the strategies the team came up with:• Homework:• Color-code all books and folders according to subject area (science book has red cover, science notebook is red, science folder is red).• Make sure Cody writes down all assignments (at first, have teacher, paraprofessional write down assignments—gradually make Cody responsible for writing in agenda).• Reduce the amount of homework, for example by just doing odd-numbered questions.• Discuss possibility of using computer to type some homework, to alleviate writing problem.Have paraprofessional, teacher, or older student(s) [anchor] at the end of the day to help Cody go over agenda and gather correct homework supplies.• At home, have a permanent [study area] set up and ready—a place with few distractions, yet easily accessible to parents for help.• Graph paper to line up math problems.• Timer—work for 15 minutes, then three-minute break.• At school:• An adult [anchor] that Cody meets with at the beginning of every day to make sure that things are running smoothly, homework was completed, quickly review his schedule for the day, etc.• Have adult assist with initial organization of locker and color-coded subject areas.• Color-coded checklist of needed materials (science, social studies, and gym clothes for the morning).• Allow Cody to stay at locker a couple of minutes longer to use checklist for supplies.• Preferential seating in classes.• Prearranged signal that allows Cody one or two minutes of quiet, unobtrusive [break time] when he becomes overwhelmed and feels like lashing out or crying.• Encourage Cody to practice breathing techniques when experiencing stress or anxiety.• At the end of the day, [anchor person] helps Cody create a visual schedule for the next day, including any known substitutes, assemblies or other changes in the schedule.
"behavior is perhaps the most powerful means of communication a child possesses."
POSSIBLE COMBINATIONS AND PERMUTATIONS• Perseveration—Craving/aversion of a specific sensory input (tactile, visual, vestibular, auditory, proprioceptive, gustatory, olfactory)• Physical proximity issues—A consistent need to be too close (in another person's [space]) or a consistent need to maintain an inappropriately far distance (tactile, proprioceptive)• [Hyper] activity level—Children who get [revved] up quickly and have a lot of energy, but the energy tends to be diffused (visual, auditory, vestibular, tactile, difficulty prioritizing stimuli)• [Hypo] activity level—Takes a long time to get [revved] up, appears to lack energy, what energy they do have tends to be diffused (visual, auditory, vestibular, tactile, difficulty registering stimuli)• Emotional lability—A child who vacillates emotionally—laughing one minute, sobbing the next (sensory processing, sensory overload—unable to regulate)• Distractibility—Shifting focus frequently and abruptly, attention is fleeting (difficulty prioritizing stimuli in all senses and sensory systems)• Low frustration level—Easily frustrated (motor planning, delayed skill development for specific activity, sensory overload)• [Shut down]—Refusal or inability to respond (sensory overload)• Runners and hiders—Children who bolt, leave, exit an area with out permission; children who hide—when it is not a game of [hide-and go-seek]! (seeking a certain type of sensory experience, avoiding a certain type of sensory experience)• Non-compliance—Resisting or refusing to respond to a task or activity (an aversion to a specific sensory experience, or inability (actual or perceived) to perform task).Aggression—Physical violence or the threat of physical violence (sensory overload, perceived threat, actual or perceived inability to perform task)"
"review your daily routines from a more sensory-based perspective—accessing the sensory systems to facilitate that [quiet alert] state."
You are a secondary social studies teacher and are getting ready to hand out the dreaded essay test! You tell the class that they have 45 seconds to [stretch and move.] Ask them to• take three deep breaths• gather their thoughts.
Then (at teacher discretion) pass out gum, pretzels, or lollipops at the beginning of the test—sensory input for improved attention/organization.
"consciously be aware of the sensory components… if it includes oral direction giving and/or lecture (auditory), writing on the board/overhead/ powerpoint/handing out written instructions (visual), if there is a hands-on element or a manipulation of something (kinesthetic), or if it involves numerical concepts/computation (math)…you get the idea. Chances are, there are some kids in your classroom who have difficulty with learning, comprehending, or processing. Typically there are also students in the class who present with behavioral challenges who may, or may not, have learning difficulties."
"there are children with behavioral challenges, but no apparent learning difficulties• there are children with learning difficulties, but no apparent behavioral challenges• there are children with behavioral challenges and learning difficulties• there are children who have no apparent behavioral challenges or learning difficulties."
"Since behavior is a means of communication, children with sensory issues and sensory integration dysfunction who are exhibiting self-calming behaviors are, most likely, trying to tell you something—[I am trying to organize my sensory systems!] Sometimes, parents and teachers, with the best of intentions, try to get the child to stop a self-calming behavior."
REDIRECTION/[SWITCHING GEARS]
Encourage the child to engage in a more socially appropriate use of an object or a behavioral alternative.
MODELING A DESIRED BEHAVIOR/[DO AS I DO]
Here you demonstrate the behavior you would like the child to engage in.
REINFORCING A MODEL
You could reinforce the behavior of another child who is engaging in the behavior you would like the child to engage in
[IF, THEN] STATEMENTS
These are statements that restate a naturally occurring, positive event to prompt increased compliance
STOPPING THE BEHAVIOR BEFORE IT STARTS
Prior to the child reacting with inappropriate behavior, the adult can prompt the child toward a behavior that is more socially appropriate
RIGHTING A [WRONG]
Following an incident where a child has demonstrated some inappropriate behavior, thrown something, wrecked his work or another child's work, pushed furniture aside, etc., allow him or her some time to calm down. Then help the child to find a way to make the situation better—put something back, redo it, fix it, etc.
TAKING A BREAK
When a child is beginning to tantrum, and you determine that the source of the impending meltdown is sensory related, calmly remove the child or the object from the immediate environment to reduce or eliminate the sensory offense. If you are unable to do this, at least validate for the child that you know this sensory input is very difficult for him or her to tolerate.
RESPONSE PREVENTION—PHYSICAL PROXIMITY
This involves placing yourself near the child to serve as a prompt/reminder for the child to maintain an expected behavior.
Unhelpful behavioral strategies
The following are some behavioral strategies that, in our experience, are not helpful for a child with sensory issues or sensory integration dysfunction.
PLANNED IGNORING
This behavioral strategy is also sometimes called [extinction.] When the inappropriate behavior occurs, the parent or teacher does nothing, says nothing about the behavior, and acts as though it never happened. In theory, a child's behavior that is not given attention will eventually stop occurring. If the behavior is the result of a sensory issue or sensory integration dysfunction, planned ignoring will be, at best, ineffective.
EXPRESSION OF DISPLEASURE
Here the parent or teacher lets the child know that he or she is disappointed with the child's inappropriate behavior. Unfortunately, while it is not supposed to be used, an angry tone often accompanies this behavioral strategy. Many children with challenging behaviors resulting from sensory issues or sensory integration dysfunction are not [choosing] the behavior, rather they are driven to it by sensory needs or deficits. An adult (especially one with whom the child feels connected) who expresses displeasure or becomes angry may only make the child feel more anxious, resulting in the child being even less able to cope with sensory input.
NONVERBAL CONSEQUENCES
Following a child's inappropriate behaviors, a parent or teacher may sometimes give the child nonverbal feedback such as a slight shaking of the head or another mild expression of disappointment which may be too subtle for the child to notice.
"Inherently calming factors include:• soft voice• soft odor(s)• steady, expected movement such as rocking• low lights, natural light, muted colors• even temperature• minimal background stimulation/noise• predictable structure and routine."
information enter into our brains every moment…the brain locates,
sorts and orders sensations—somewhat as a traffic policeman 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 disorga-
nized, life can be like a rush hour traffic jam. (pp.4–5)
We came to find out that our children were not just [willful] and [difficult,] but were doing the best they could from moment to moment. Dr. Ayres was one of the first to recognize that some children's nervous systems are just not as stable as other children's, making them more emotionally fragile; that too much noise, confusion, demands, changes in routines, or illness can cause them to lose control of their emotions. It was important for the people in their lives to sense when this was going to happen and help our children to cope."
"The central nervous system seems to contain a degree of plasticity. In other words, certain areas of the brain may be able to compensate or take over functioning for another part. For example, a toddler suffers a head injury and loses his speech; the plasticity of the brain may be able to kick in, with the toddler ending up with near age-appropriate language development."
"professionals often break sensory processing down into different components; for example, sensory registration, sensory modulation, and sensory response. To clarify these terms, we will refer to sensory registration as the conscious or unconscious perception of one or more sensory signals -- "Difficulties with sensory registration: may appear under-reactive to movement or touch, can appear lethargic, may exhibit a delayed response to sensory input. Or may appear over-reactive to movement or touch, may exhibit heightened response to sensory input.";
sensory modulation as the modification or alteration of the perception of a sensory signal (e.g., level of arousal) before it is processed for appropriate action -- Difficulties with sensory modulation: may be upset with changes in routine, have a high level of distractibility, have a high activity level, experience difficulty with transitions, or may appear [detached], [withdrawn] or [shutdown].
sensory response as the behavior that is driven by the integration of the registration and modulation of the sensory input -- Difficulties with sensory response or [integration]: may have problems with motor planning, may have a poor quality of motor responses (especially controlled motor responses and/or [protective] responses), may have poor body awareness, may have trouble coordinating the two sides of the body
"registration of sensory input• orientation to sensory input• interpretation of sensory input• organization of a response to the sensory input• execution of response."
sensory systems: tactile, vestibular, and propioceptive
"assessment of sensory dysfunction is the marriage of an art and a science. There is a huge difference between an evaluator/observer who is competent, and an evaluator/observer who is savvy and insightful, who is able to look beyond the superficial attributes into the complexities of the assessment process, and the uniqueness of every child."
allow the child to wear gloves, so his skin does not have direct contact with the aversive texture• introduce aversive textures slowly, allowing students to build up tolerance at their own pace (if everyone else is having pretzels for snack, but Breon finds crunchy to be aversive, ask him to try one bite (or maybe just [Hold the pretzel for a moment, then you can have your banana])• recognize that a student may need a cotton towel or piece of cloth on his chair or [place on the rug] because the texture of the chair or rug is too aversive/distracting.• Allow the student to be either the line leader or the line [caboose] (but never in the middle of the line—believe us, the complaints of being touched will begin before the class has exited the room!).• Gain tolerance to textures by small, frequent exposures to a variety of textures (hands/feet in dry macaroni, beans, birdseed, packing peanuts, water, playdough, frosting, shaving cream, cotton, Velcro, synthetics, tacky glue, finger paints).• If the students crave tactile input and have their hands all over everything and everyone• tell social stories about appropriate times and ways of touching people• use a hula hoop for establishing personal space boundaries (place hula hoop on ground, have student stand in the middle to help visualize personal space boundaries for self and others)• allow a squeeze toy or [fidget toy] (tennis balls work great!) to squeeze throughout the day• allow younger students to have a small square of carpeting or towel to define [their space] when seated or standing• have a [hand pouch](two handkerchiefs sewn together) ready for student to stick hands in
busy visually? Is every inch of space taken up, creating a visual montage? Or are work, art, and projects displayed in a thoughtful manner, provoking a creative, organized atmosphere?• Use icons, words, or words and icons together (mounted on index cards) to help refocus, to promote staying on task and to minimize behavioral issues.• Use sign language to [back up] words and/or icons. Very useful during transitions times, classroom group time, and during large (noisy) crowd times—cafeteria, assembly, recess, physical education.• Use exaggerated facial expressions (typically a child with ASD and often a child with sensory issues will not [get] the subtle nuances of facial expressions or someone who is [talking with her eyes]). Of course, the student needs to be practiced in what these facial expressions mean ahead of time—[Oh, I get it, Mrs. Emmons, that is your 'I don't understand' look!]• Define the layout of the room by physical boundaries.• Use real objects to define abstract ideas—e.g., hula hoop for space, clock that shows by color how much time is left for an activity (or waiting time), a circle that is red on one side and green on the other side (either attached to a popsicle stick or hung around the neck with yarn) that can be wordlessly flipped by the teacher or paraprofessional to indicate when a child needs to be quiet (and not interrupt), or can ask questions or volunteer information. Use realistic manipulatives (something that looks and feels like the actual object, e.g. small plastic coins) whenever possible.• Consider providing the student with:• a study guide for a topic or lecture• an outline where the student is responsible for filling in the details (this works well, helping to keep the student on track and not just attempting to write down every word).Childrenwho have autism spectrum disorders are, overwhelmingly, visual learners. However, visual schedules will prove to be a lifeline for many students.• Individual schedules—icons only, words only, icons with words, color-coded; subtly included in student's notebook, posted
Proprioceptive dysfunction• Allowing the student to wear a weighted vest may help (easy to make), or a knapsack with some weight.• Use a non-slip mat to prevent student from sliding out of chair so easily.• Use a non-slip mat to hold pieces of paper or worksheets in place.• Allow student to stand at desk at various times.• Allow student to walk up and down stairs.• Supply a chubby pencil grip for holding on to pencil.• Allow student to wear an adjustable belt or waistband around waist.• Give student a tennis ball to squeeze.• Joint compressions may be helpful (a technique that needs to be learned from a certified OT or PT and closely supervised).• Let student listen while sitting on a large physio-ball or T-stool.• Let student give self a bear hug.• Have student carry something with weight or hold a couple of books (if seated).• A mummy-style sleeping bag to wrap (swaddle) into may improve listening ability in many children with sensory dysfunction who crave deep pressure.• The [peanut butter and jelly]—have child lie on mat, then cover with heavy blanket(s) and gently [squish] the child—with even, deep pressure—OT or PT should instruct on usage.
Vestibular dysfunction• Schedule periods (varying from quite brief to extended) of activities involving motion: swinging, jumping, slide, physio-ball, walking, climbing stairs, see-saw, mini-trampoline, dancing. Periods of these types of activities before a period of quiet listening or working may help to organize the sensory systems so the student will be more able to be calm and focused. They may be part of a [sensory diet] program for a student to help organize and focus the sensory systems. OT or PT may place the students on suspended equipment, such as bolster swing, netting swing, four loop (two kids with legs through loops) swing, platform swing, etc.• PT/OT/teacher may also use equipment such as roller skates, balance beam, scooter board, balance board, etc.
Anytime a difficult situation arises (behavioral, social, academic), the situation must be broken into its component parts and analyzed individually. The first aspect to analyze is the behavior; what does it look like (describe)? Next, what happened just before the situation (pre-behavior situation)? Then, because this is sensory integration dysfunction we are discussing, we need to know what happened several hours (or days) before (at home, on the bus, at the sitter's last night) that might be related (neverforgets factor). Finally, we get the point of view (POV) of the child who has sensory dysfunction or Asperger's. The POV of this child may be very different, distorted or, most likely, narrow, compared to the POV of his or her peers on the same situation.
ANALYZE• Behaviors:• Disorganized—Executive functioning.• Difficulty understanding/interpreting directions—Pragmatics.• Difficulty understanding/interpreting direction—Sensory.• Anxiety issues.• Homework:• Organization—Executive functioning.• Difficulty understanding/interpreting directions—Pragmatics.• Difficulty writing out assignments—Sensory/pragmatics.• Anxiety issues.• Difficulty coping with feedback—Pragmatics. STRATEGIESCody's team of teachers got together with a special education teacher and an occupational therapist. After brainstorming, here are the strategies the team came up with:• Homework:• Color-code all books and folders according to subject area (science book has red cover, science notebook is red, science folder is red).• Make sure Cody writes down all assignments (at first, have teacher, paraprofessional write down assignments—gradually make Cody responsible for writing in agenda).• Reduce the amount of homework, for example by just doing odd-numbered questions.• Discuss possibility of using computer to type some homework, to alleviate writing problem.Have paraprofessional, teacher, or older student(s) [anchor] at the end of the day to help Cody go over agenda and gather correct homework supplies.• At home, have a permanent [study area] set up and ready—a place with few distractions, yet easily accessible to parents for help.• Graph paper to line up math problems.• Timer—work for 15 minutes, then three-minute break.• At school:• An adult [anchor] that Cody meets with at the beginning of every day to make sure that things are running smoothly, homework was completed, quickly review his schedule for the day, etc.• Have adult assist with initial organization of locker and color-coded subject areas.• Color-coded checklist of needed materials (science, social studies, and gym clothes for the morning).• Allow Cody to stay at locker a couple of minutes longer to use checklist for supplies.• Preferential seating in classes.• Prearranged signal that allows Cody one or two minutes of quiet, unobtrusive [break time] when he becomes overwhelmed and feels like lashing out or crying.• Encourage Cody to practice breathing techniques when experiencing stress or anxiety.• At the end of the day, [anchor person] helps Cody create a visual schedule for the next day, including any known substitutes, assemblies or other changes in the schedule.
"behavior is perhaps the most powerful means of communication a child possesses."
POSSIBLE COMBINATIONS AND PERMUTATIONS• Perseveration—Craving/aversion of a specific sensory input (tactile, visual, vestibular, auditory, proprioceptive, gustatory, olfactory)• Physical proximity issues—A consistent need to be too close (in another person's [space]) or a consistent need to maintain an inappropriately far distance (tactile, proprioceptive)• [Hyper] activity level—Children who get [revved] up quickly and have a lot of energy, but the energy tends to be diffused (visual, auditory, vestibular, tactile, difficulty prioritizing stimuli)• [Hypo] activity level—Takes a long time to get [revved] up, appears to lack energy, what energy they do have tends to be diffused (visual, auditory, vestibular, tactile, difficulty registering stimuli)• Emotional lability—A child who vacillates emotionally—laughing one minute, sobbing the next (sensory processing, sensory overload—unable to regulate)• Distractibility—Shifting focus frequently and abruptly, attention is fleeting (difficulty prioritizing stimuli in all senses and sensory systems)• Low frustration level—Easily frustrated (motor planning, delayed skill development for specific activity, sensory overload)• [Shut down]—Refusal or inability to respond (sensory overload)• Runners and hiders—Children who bolt, leave, exit an area with out permission; children who hide—when it is not a game of [hide-and go-seek]! (seeking a certain type of sensory experience, avoiding a certain type of sensory experience)• Non-compliance—Resisting or refusing to respond to a task or activity (an aversion to a specific sensory experience, or inability (actual or perceived) to perform task).Aggression—Physical violence or the threat of physical violence (sensory overload, perceived threat, actual or perceived inability to perform task)"
"review your daily routines from a more sensory-based perspective—accessing the sensory systems to facilitate that [quiet alert] state."
You are a secondary social studies teacher and are getting ready to hand out the dreaded essay test! You tell the class that they have 45 seconds to [stretch and move.] Ask them to• take three deep breaths• gather their thoughts.
Then (at teacher discretion) pass out gum, pretzels, or lollipops at the beginning of the test—sensory input for improved attention/organization.
"consciously be aware of the sensory components… if it includes oral direction giving and/or lecture (auditory), writing on the board/overhead/ powerpoint/handing out written instructions (visual), if there is a hands-on element or a manipulation of something (kinesthetic), or if it involves numerical concepts/computation (math)…you get the idea. Chances are, there are some kids in your classroom who have difficulty with learning, comprehending, or processing. Typically there are also students in the class who present with behavioral challenges who may, or may not, have learning difficulties."
"there are children with behavioral challenges, but no apparent learning difficulties• there are children with learning difficulties, but no apparent behavioral challenges• there are children with behavioral challenges and learning difficulties• there are children who have no apparent behavioral challenges or learning difficulties."
"Since behavior is a means of communication, children with sensory issues and sensory integration dysfunction who are exhibiting self-calming behaviors are, most likely, trying to tell you something—[I am trying to organize my sensory systems!] Sometimes, parents and teachers, with the best of intentions, try to get the child to stop a self-calming behavior."
REDIRECTION/[SWITCHING GEARS]
Encourage the child to engage in a more socially appropriate use of an object or a behavioral alternative.
MODELING A DESIRED BEHAVIOR/[DO AS I DO]
Here you demonstrate the behavior you would like the child to engage in.
REINFORCING A MODEL
You could reinforce the behavior of another child who is engaging in the behavior you would like the child to engage in
[IF, THEN] STATEMENTS
These are statements that restate a naturally occurring, positive event to prompt increased compliance
STOPPING THE BEHAVIOR BEFORE IT STARTS
Prior to the child reacting with inappropriate behavior, the adult can prompt the child toward a behavior that is more socially appropriate
RIGHTING A [WRONG]
Following an incident where a child has demonstrated some inappropriate behavior, thrown something, wrecked his work or another child's work, pushed furniture aside, etc., allow him or her some time to calm down. Then help the child to find a way to make the situation better—put something back, redo it, fix it, etc.
TAKING A BREAK
When a child is beginning to tantrum, and you determine that the source of the impending meltdown is sensory related, calmly remove the child or the object from the immediate environment to reduce or eliminate the sensory offense. If you are unable to do this, at least validate for the child that you know this sensory input is very difficult for him or her to tolerate.
RESPONSE PREVENTION—PHYSICAL PROXIMITY
This involves placing yourself near the child to serve as a prompt/reminder for the child to maintain an expected behavior.
Unhelpful behavioral strategies
The following are some behavioral strategies that, in our experience, are not helpful for a child with sensory issues or sensory integration dysfunction.
PLANNED IGNORING
This behavioral strategy is also sometimes called [extinction.] When the inappropriate behavior occurs, the parent or teacher does nothing, says nothing about the behavior, and acts as though it never happened. In theory, a child's behavior that is not given attention will eventually stop occurring. If the behavior is the result of a sensory issue or sensory integration dysfunction, planned ignoring will be, at best, ineffective.
EXPRESSION OF DISPLEASURE
Here the parent or teacher lets the child know that he or she is disappointed with the child's inappropriate behavior. Unfortunately, while it is not supposed to be used, an angry tone often accompanies this behavioral strategy. Many children with challenging behaviors resulting from sensory issues or sensory integration dysfunction are not [choosing] the behavior, rather they are driven to it by sensory needs or deficits. An adult (especially one with whom the child feels connected) who expresses displeasure or becomes angry may only make the child feel more anxious, resulting in the child being even less able to cope with sensory input.
NONVERBAL CONSEQUENCES
Following a child's inappropriate behaviors, a parent or teacher may sometimes give the child nonverbal feedback such as a slight shaking of the head or another mild expression of disappointment which may be too subtle for the child to notice.
"Inherently calming factors include:• soft voice• soft odor(s)• steady, expected movement such as rocking• low lights, natural light, muted colors• even temperature• minimal background stimulation/noise• predictable structure and routine."
February 25, 2024
It’s a bit dated these days but it holds great information about sensory integration and processing disorders. While I don’t think it’s a necessary read for parents or people without jobs working with kids, I think it’s a good read for professionals working with children who want to understand more about the “quirky” kids. Definitely a book that will stay on my bookshelf for referencing back to in the future.
March 1, 2009
its time to start learning about Sal's sensory issues and Im taking matters into my own hands as I am STILL waiting on EI services in westchester!! grrrr
December 4, 2012
Really liked this one. It showed me how to look for what is causing the flare ups.
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