So Much to See, Taste, Smell, Hear & Touch: An introduction to sensory processing & self-regulation in infants & toddlers Heather Kennell Amy Russel-Yun.

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Presentation transcript:

So Much to See, Taste, Smell, Hear & Touch: An introduction to sensory processing & self-regulation in infants & toddlers Heather Kennell Amy Russel-Yun

The Wright Family Goes to the Beach!

In a sensory processing model, our approach changes:  Instead of a ‘top down’ approach where where we address the visible behavior,

In a sensory processing model, our approach changes:  We adopt a ‘bottom-up” approach where we look closely at the underlying neurological factors that influence those visible behaviors we see in the classroom Liam’s got the right idea!

Our Seven Senses  Visual  Auditory  Gustatory  Olfactory  Tactile  Vestibular  Proprioceptive

Visual  Location: retina of the eye  Function: provides information about objects and persons ©2010 Lil’ Munchkins

Auditory  Location: inner ear  Function: provides information about sounds in the environment ©2010 Lil’ Munchkins

Gustatory  Location: chemical receptors in the tongue  Function: provides information about different types of taste ©2010 Lil’ Munchkins

Olfactory  Location: chemical receptors in the nasal structure  Function: provides information about different types of smell ©2010 Lil’ Munchkins

Tactile  Location: Skin  Function: provides information about the environment and object ©2010 Lil’ Munchkins

Vestibular  Location: inner ear  Function: provides information about where our body is in space ©2010 Lil’ Munchkins

Proprioceptive  Location: muscles and joints  Function: provides information about where a certain body part is and how it is moving ©2010 Lil’ Munchkins

How Do These Systems Work Together?

Sensory Processing: What Needs to Happen RegistrationOrientationInterpretationOrganizationResponse

Neurological Threshold Continuum LowHigh (Typical) Sensitivity to Stimuli Poor registration Sensation SeekingSensation Avoiding

Sensory Motor Preference Checklist (Williams & Shellenberger)  Activity: What calms your engine down?  What “ revs ” your engine up?  How can you help children attain and maintain the appropriate arousal level ?

Self-Regulation

Putting the Pieces Together  Pick one sheet of paper on the wall  One member of your group should choose a child who may have sensory issues  Draw a picture of the child and provide the following information: Child name (not real name) Child name (not real name) Child age Child age Explain one challenging behavior Explain one challenging behavior

Working Together!  As you rotate around the room, write down what possible underlying issues may be contributing to the behaviors observed.  Remember: bottom up!

Caution: Understanding the Seven Senses is Just the Tip of the Iceburg….

Visual  Location: retina of the eye  Function: provides information about objects and persons ©2010 Lil’ Munchkins

Auditory  Location: inner ear  Function: provides information about sounds in the environment ©2010 Lil’ Munchkins

Gustatory  Location: chemical receptors in the tongue  Function: provides information about different types of taste ©2010 Lil’ Munchkins

Olfactory  Location: chemical receptors in the nasal structure  Function: provides information about different types of smell ©2010 Lil’ Munchkins

Tactile  Location: Skin  Function: provides information about the environment and object ©2010 Lil’ Munchkins

Vestibular  Location: inner ear  Function: provides information about where our body is in space ©2010 Lil’ Munchkins

Proprioceptive  Location: muscles and joints  Function: provides information about where a certain body part is and how it is moving ©2010 Lil’ Munchkins

Putting the Pieces Together  Pick one sheet of paper on the wall  Can you think of any strategies we discussed that may be helpful for this child?  What additional supports do the child and family need?

Interested in Learning More?