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

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

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

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

Other Issues More trouble with emotional regulation More trouble with distraction More trouble with bullies

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

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

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

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

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

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 

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

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

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

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

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

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

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

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

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

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

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

Nancy Kling, M.A. nancy@BehaviorPlus.com 281-48 B-PLUS www.BehaviorPlus.com