Sensory Processing Disorder

Sensory Processing

Disorder

Part Two: Training Activities

Edited by Cindy Croft

Moria Malat Gallagher, OTR/L

Priscilla Weigel, Early Childhood Consultant

1. Sensory Motor Breaks

Purpose Increase the participant’s understanding of sensory input and how it can calm, alert, organize, or cause anxiety depending on the person and the input.

Outcome Participants will experience firsthand a variety of sensory experiences and their effect on their own behavior.

Time Five-minute segments throughout the short informational background lecture.

Training Method Large group activity and individual lecture

Materials Popcorn, crunchy or chewy snacks—pretzels, carrots, celery, apples, nuts, fruit leather, beef jerky.

Prepared lecture on any topic.

Source Amy Matthews, OTR/L

1. Sensory Motor Breaks

1. Prepare a short lecture on any topic.

2. During the lecture, have the participants take the sensory motor breaks described below.

3. When they have completed each one have them share with a neighbor or the group the answers to the following questions:

1. Did you notice a difference in the way you feel?

2. How could you incorporate this into your child care setting?

Sensory Breaks

Sensory Motor Break #1

Chair push-ups

Activity involves sitting on a chair, placing hands on the outside edge of the chair and pushing your body up. Remember to try to use your arms for this one, don’t push off the ground with your legs.

This break is calming, alerting, and organizing to your sensory systems.

Sensory Motor Break #2

Crunchy and chewy snacks

Allow the participants to choose from a variety of snacks: pretzels, carrots, celery, apples, nuts, beef jerky, fruit leather.

This break causes alertness because the speed of action of the chewing is organizing and alerting.

Steps for

Conducting

Sensory Motor Break #3

With open palms, push your hands together. Hands and forearms—at the middle of your chest. You should look like a magic genie. Take in 3 deep breaths—in through your nose and out through your mouth.

This break gives you great proprioceptive input and “wakes up” your joints and mus-cles.

Key Points 1. We all process sensory input differently.

2. The input that comes into our sensory systems can make a difference in how we feel.

3. There are simple ways to incorporate breaks into the daily routine that allow children with sensory issues to be successful.

2. Sensory-Motor Personal

Inventory for Adults

Purpose To help adults recognize what strategies their own nervous

systems employ to attain an appropriate state of alertness and to identify personal sensitivities

Outcome Participants will identify the items on the checklist that they use to increase or decrease their state of alertness or have sensitivities toward.

Training Method Individual activity.

Materials Copy of Sensory-Motor Personal Inventory for each participant.

2. Sensory-Motor Personal

Inventory for Adults

1. Give each participant a copy of inventory. 2. Read directions out loud.

3. Discuss with audience what they discovered about their personal sensory needs. 4. Close with Key Points.

Steps for

Conducting

Key Points 1. We all have different ways of alerting our own sensory systems.

2. Adults have developed the tools to stay focused when it is necessary to process sensory input.

3. Children need our assistance in making sense of the world around them and in developing appropriate coping skills to process the sensory input they are experiencing.

SENSORY-MOTOR PREFERENCE INVENTORY

DIRECTIONS: This checklist was developed to help recognize what strategies the nervous systems employ to attain an appropriate state of alertness. This checklist can be done on yourself or a child you are

monitoring. Mark the items below that increase ( ) or decrease ( ) the state of alertness. You might mark both an up and a down arrow on some items. Others you might not use at all. Mark S for items where there are sensitivities and add narrative comments for any items not listed.

SOMETHING IN YOUR MOUTH (ORAL MOTOR INPUT):

__suck on hard candy __crunch on nuts/ pretzels/ chips __crunch or suck on ice pieces __bite on nails/c uticles

__ tongue in cheek movements __eat popcorn/ cut up vegetables __ “chew” on pencil/p en __eat chips and spicy dip __take deep slow breaths __chew on buttons, collars __suck, lick, bite on your lips __whistle while you work

__drink carbonated drink __drink coffee/t ea __drink hot cocoa/ warm milk __smoke cigarettes

__eat a cold Popsicle __eat a pickle __other:

Food textures that are aversive: ___________________________________________ Tastes that are aversive: _________________________________________________

MOVE (VESTIBULAR INPUT):

__doodle while listening __sit with crossed legs and bounce slightly __rock in a rocking chair __run/j og

__shift/ squirm in a chair __ride bike

__push chair back on 2 legs __tap toe, heel, or foot

__aerobic exercise __dance

__isometrics/li ft weights __tap pencil/p en __rock own body slightly __yard work __scrub kitchen floor __stretch/ shake body parts __roll neck/h ead slowly __other:

Motions that are sensitive: ______________________________________________ (e.g. elevators, carnival rides, etc.)

TOUCH (TACTILE INPUT):

__twist on hair Fidget with the following:

__move keys/coins in pocket __a straw __cool shower __ paper clips

__warm bath __cuticle/nails

__receive a massage __ pencil/pens

__pet a dog or cat __earring or necklace

__drum fingers or pencil on table __ phone cord while talking

__rub gently on skin/clothes __ put fingers near mouth/eye/nose __other:

Aversive Textures/ feelings: __________________________________________________

__ Tags in clothes __ Seams in socks

__ Barefoot in the grass __ Barefoot in the sand

LOOK (VISUAL INPUT):

__open window shades after a boring How do you react to: movie in classroom __dim lighting

__watch a fireplace __fluorescent lighting

__watch fish tank __sunlight through bedroom window when sleeping __watch sunset/sunrise __a “cluttered” desk when needing to concentrate __watch “oil and water” toys

SOUNDS

__ Certain Pitches: ____________________ ___ Rock n Roll/ Loud Music

__ Nature Sounds ___ Styrofoam

__ Classical Music

SMELLS

Aversive Smells: _____________________________________________________________ Pleasing Smells: ______________________________________________________________

SENSORIMOTOR METHODS TO CHANGES ENGINE LEVELS

including:

a) Action Variables (what you do): Blowing, sucking, swallowing, biting, crunching, chewing or licking.

b) Quality Variables (how it feels or tastes): Physical feeling of resistance when biting, crunching, chewing, sucking, and blowing; the taste of sour, sweet, salty, spicy, or bitter; the temperature of food such as hot chocolate, cold Popsicle, or warm soup.

c) Medium Variables (with what?): Whistle, straw, bubbles, musical instrument, exercise water bottle, candy, beef jerky, fruit, crackers, pretzels, gum, bagels, popcorn, etc.

bouncing on a therapy ball, or jumping on a trampoline.

b) Linear (front and back): Swinging on a playground swing, rocking in a rocking chair or on a rocking horse.

c) Rotary (circles): Riding on a merry-go-round, using a Sit-n-Spin, standing and twirling.

d) Inverted (upside down): Hanging by the knees on a playground bar with hands near the ground, bending over with head between knees, “wheelbarrow” walking.

e) Two types of proprioception (heavy work & crash and bump): meaning input into muscles,

tendons, and joints. Crossing the monkey bars, climbing a tree, pulling a sled uphill; jumping into pillows, tacking a player in football, driving bumper cars.

Touch. Tactile input variable include:

a) Fidgeting and holding objects such as Koosh balls, paper clips, stuffed animals. b) Temperature variables, such as warm baths, cool showers, snuggling under blankets.

c) Light touch, such as tickling, light back scratch, petting an animal, sleeping under flannel sheets. d) Deep touch, such as playing with resistive clay, deep “bear hug”, deep massage.

Look. Visual input can include:

a) Variations in light (natural light versus artificial light, dim versus bright lighting.)

b) Variations in color (walls painted a bright color versus a pastel color, or bulletin boards decorated with bright or muted colors).

c) Variations in the amount of visual distractions (cluttered room vs. sparse). Listen. Auditory input can include:

a) Variations in noise level (loud music vs. quiet music, screaming vs. whispering). b) Variations in rhythm (fast vs. slow music, or arrhythmical vs. rhythmical music.

c) Variations in amount of auditory distractions (quiet working environment vs. noisy working environment, or sudden unexpected sounds vs. constant background noise such as a clock ticking.)

3. Positioned for Comfort

Purpose To give participants an understanding of the various learning styles and needs within a group.

Outcome: Participants will gain a greater awareness of the way our sensory systems and the sensory systems of children in our care are affected by physical position and changes within the environment.

Time: 10 minutes

Training Method: Large group

Materials: A slip of paper per person with a different body position on it.

3. Positioned for Comfort

1. Make copies of the handout Positioned for Comfort. Cut into strips so that there is one position on each strip and place in an envelope. Add balloons to those requiring a balloon. Participants can blow up the balloon.

2. Pass each participant an envelope. Have the participants get into the position they were given.

3. Announce to the participants that they must take notes on the following informa-tion. Trainer should begin presenting a short lecture. While trainer is talking have background music playing and lights flickering if possible. Trainer should change the tone and decibel level of his or her voice as well. Do this for about three min-utes. Stop and ask participants what they recorded. How did they feel?

4. Close with Key Points.

Key Points 1. Our learning and comprehension is affected by the way we are seated or positioned and by what is going on around us while we are trying to learn.

2. When planning an effective learning environment for children it is important to consider how the child will learn best. This involves the content of the activity and the appropriateness of the activity as well as how the child is positioned physically.

Steps for

Conducting

Activity Handout: Positioned for Comfort

Sit on the floor with both legs out straight (knees too) in front of you.

(If you have a bad back trade with your neighbor.)

Free stand

Stand up, do not lean on anything, feet together.

Shoes off

Stand with one foot on balloon, other one on the floor.

Half kneeling

Put one knee down on the floor, while your other leg has foot on the floor.

Stand with one foot on a chair.

Stand on your toes.

Stand at a table

Take notes with one hand-the other arm does not work(not even to hold the paper).

4. Sensory Overload

Purpose Increase the participant’s awareness of the environment and its effects on their emotional and physical state.

Outcome Participants will discuss the places and spaces they frequent or avoid that send them into sensory overload.

Time 15 minutes

Training Method Small group to large group depending on the number of participants.

Materials Chart Paper Markers

4. Sensory Overload

1. Begin by having the participants get into pairs or groups of three. Make sure that each group has paper and a pen. Have them discuss two questions with each other.

1. What are some of the characteristics of a place that tends to make you feel like you are on “sensory overload?”

2. Which of your sensory systems are most affected by the environment you are thinking of?

2. Once the participants have had enough time to take turns discussing the two questions, come back to a large group and ask a few groups to share what they determined from their discussion.

3. Close with Key Points.

Key Points 1. Different environments cause different reactions. It is important for us to realize how our sensory integrative functioning affects our reactions to different settings. 2. When we look at what affects us and why it affects us,

it gives us a better understanding of what may affect the children in our care.

3. Each child has a unique sensory system that causes their behavior to change with the amount of sensory stimuli they encounter. This input may create anxiety or excitement. It may cause a child to shut down or rev up. As caregivers we must be aware of the affects of what we provide for children in the way of learning environments and assist them when concerns arise.

Steps for

Conducting

5. Setting up for Success

Purpose Increase the participant’s knowledge of how to meet the varying sensory needs of the children they care for each day.

Outcome Participants will plan a care setting that will meet the varying sensory needs of children.

Time 20 minutes

Training Method Small group

Large group discussion

Materials Responsiveness Chart

Child Care setting Planning Activity worksheet

5. Setting up for Success

1. Begin by dividing the group into small groups of 3–5 people.

2. Pass out the two handouts for the activity. Instruct the groups to refer to the handouts.

3. Pass out the Child Care Setting Planning Sheet.

4. Instruct the groups to set up a care setting that will address all the sensory systems. Have them organize their care setting in order to meet the needs of children that may have a wide variety of sensory needs.

5. Encourage the groups to look at each sensory system description and incorporate an activity or area that would address a need in each system. When the groups have completed their tasks ask for volunteers to share their plans for their care settings.

6. Close with Key Points

Key Points 1. Practitioners must have an understanding of the seven sensory systems in order to meet the needs of children with Sensory Processing Disorder (SPD).

2. This understanding needs to translate into the childcare setting.

3. All children will benefit from a child care setting that is organized in a way that seeks to meet the varied sen-sory needs of all individuals, children and adults in the setting each day.

Steps for

Conducting

Activity Handout: Setting Up for Success

Child Care Setting Planning Worksheet

List the activities or environmental adaptations you would make to meet sensory needs in each area.

1. Sight (Visual)

2. Smell (Olfactory)

3. Taste (Gustatory)

4. Hearing (Auditory)

5. Tactile (Touch)

6. Proprioception (Muscle Sense)

Handout: Under and Over-responsiveness

Sense Under-responsive Over-responsive (sensory seeking) (sensory avoiding)

Sight (Visual) Likes flicking lights on and Distracted by visual stimulation.

off and enjoys toys with lights. Bothered by bright sunlight

and lighting.

Smell (Olfactory) Likes to smell objects. Detects odors others do not.

Taste (Gustatory) Likes strong flavors. Likes bland foods.

Hearing (Auditory) Seeks noisy toys and loud music. Unable to pay attention

in a noisy room.

Touch (Tactile) Bites self, feels little pain Avoids touch, tags on

clothes bother

Proprioceptive Hugs too hard. Avoids activities that

(Muscle sense) require motor planning.

Vestibular Has no fear of falling, Avoids swinging or