1 Noises! Crowds! Blinding Lights!!Meeting the Sensory Needs of a Student Nancy Kling, M.A. Behavior Plus, Inc.

2 Not everyone on the spectrum has sensory issuesNot everyone with sensory issues is on the spectrum

3 Unmet Sensory Needs Impair learningInterfere with communication skills Cause behavior problems Interfere with social relationships

4 Sensory Processing DifficultiesHard time processing sensory input May be hyper or hypo sensitive May be more sensitive on some days than others

5 Other Issues More trouble with emotional regulationMore trouble with distraction More trouble with bullies

6 Common Sensory Inputs Light Activity level Number of peopleNoise – volume/tone Smells Verbal interactions Temperature Touch Task demands Movement – ours or others Novel situations

7 5 Senses Visual System – color, contrast, shape, form, movement, brightness Auditory System – volume, pitch, tone, rhythm, sequence of sounds

8 Olfactory System – brain often associates strong memories with certain smells; closely linked with gustatory system

9 Gustatory System – sweet, sour, bitter, salty; closely linked with olfactory systemTactile System – (skin and tongue) light touch, deep pressure, textures, vibration, temperature, pain, itching

10 2 Other Senses Vestibular System – provides information primarily from our inner ear Proprioceptive System - provides information from receptors in the joints, muscles, and tendons

11 Vestibular System Coordinates info from other systems to provide us spatial awareness and orientation of our bodies relative to the ground Affects our sense of balance, posture, movement, and coordination  Affects our attention, arousal level, impulsivity, and behavior 

12 Proprioceptive SystemTells us where our limbs are without looking Used in “motor planning” Helps us know how much or how little pressure to use

13 Self-stimulation Central nervous system needs more sensory input Children seek the type input they want/need – may be inappropriate Hard to extinguish the behavior Limit use to particular time or place, or modify the form of the behavior

14 Monitor Sensory Input Which sensory input does the student seek?Which does he avoid? Note tolerance level for avoided stimulation

15 Note their self-stimulatory behavior to determine activities that help them calmUse their calming activities to provide a sensory diet throughout the day

16 Sensory Diet Is part of the student’s program – not a rewardWork with the occupational therapist to identify appropriate stimuli

17 What to do? Visual: Lighting, more or less color, more or less movement, age appropriate ways to get whatever stimulation they seek

18 Auditory: Headphones, ear plugs, be aware of offending pitches or soundsOlfactory: Offensive odors Gustatory: Offensive tastes

19 Tactile: Pressure on skin, textures of clothing or food, hot or cold foods, wrinkles, shoes, tightness/looseness of clothing

20 Twirling Spinning Sit n’Spin Hanging upside down VestibularRocking chair Swing Dancing Merry-go-round Twirling Spinning Sit n’Spin Hanging upside down

21 Sucking thick liquid Squeezing Swimming Tight wrap Wear weighted itemsProprioceptive Big muscle heavy work Isometrics Jumping Crashing Pinching Sucking thick liquid Squeezing Swimming Tight wrap Wear weighted items

22 Follow the student’s leadConsult your OT What arouses/calms this student When to use; how long to use Follow the student’s lead

23 Nancy Kling, M.A. B-PLUS