SENSORY PROCESSING Location: George Jay Elementary School May 20, 2011 Presenter: Tammy Ishikawa (OT) QACCH School Age Program, VIHA

SENSORY PROCESSING BASICS Countless bits of sensory information enter our brains at every moment – not only from our eyes and ears, but also from every place in our bodies. The brain must organize and integrate all of these sensations and decide which ones to pay attention to or ignore. Only then can an individual move, learn, focus and behave in an optimal manner. - Jean Ayres

THE FAR SENSES Touch Smell Seeing Taste Hearing The Far Senses provide information from the environment and have both a: Discrimation/exploration function and a protective function Discrimination: exploring information, fine-motor skills, understands the 3-D world, A-Ha moments! Protective: identifying threats, Autonomic Nervous System Signs (flushed, increased heart rate, dilated pupils, sweat), Uh Oh! These systems can be what we call: Hypersensitive (oh no!), Hyposensitive (ho hum…) and Poor Discrimination (huh?) Hearing

Vestibular (Inner Ear) Proprioceptive (Muscles and Joints) THE NEAR SENSES Vestibular (Inner Ear) Tactile (The Skin) The near senses: Vestibular sense: Hypersensitive to movement (insecurity or intolerance) or Hyposensitive (I want more!) Vestibular provides information about movement, gravity and balance Proprioceptive provides information about body position through muscles, joints and ligaments Tactile provides information about touch, primarily through the skin Proprioceptive (Muscles and Joints)

OTHER INTEROCEPTIVE SENSES: These can hugely affect our ability to self- regulate: Examples: Sleepy Hungry Stressed Angry

SELF-REGULATION Is the ability to attain, maintain, and change arousal appropriate to the task or situation We use different sensory experiences to keep ourselves regulated throughout the day, it’s like the VOLUME CONTROL of our Central Nervous System Self regulation assists us with being able to: Attend to tasks Use impulse control Maintain appropriate level of frustration tolerance Balance emotional reactions

SENSORY PROCESSING DIFFICULTIES When sensory signals are not organized into appropriate responses 3 types of sensory processing difficulties occur: i. Over – responsivity ii. Under – responsivity iii. Sensory Seeking

Sensory Over – Responsivity Shutdown Perceive sensory input as dangerous –activates arousal and emotional centers in brain – fight or flight Children respond to sensory messages more intensely, more quickly and/or for a longer time than children with typical sensory responsivity

OVER-RESPONSIVITY LOOKS LIKE: Being bossy, picky High ability to notice, hypervigilant Distractibility, hyperactivity, poor attention “Complainer” - noise, clothing tags, food Discomfort with close physical proximity Rigidity, likes routine Uncooperative, noncompliant Emotional reactivity Upset by transitions Avoids groups Shutdown

SENSORY UNDER-RESPONSIVITY Children with sensory under-responsivity exhibit less of a response to sensory information than the situation demands They take longer to react and/or require relatively intense or longer lasting sensory messages before they are moved into action These children also prefer solitary activities, and are often quiet Just because they are sitting still doesn’t mean they are listening or learning

UNDER RESPONSIVITY LOOKS LIKE: Uninterested/Bored looking Tired Looking (e.g. yawning, head in hand, slouching in chair) Lethargic Self – Absorbed Misses social & environmental cues Once engaged, have good attention to task

SENSORY SEEKING Active strategy Actively seek sensation, often in ways that are disruptive to daily routines and activities They can become demanding if those needs are not met

SENSORY SEEKING LOOKS LIKE: Fidgety, excitable “Hyperactive” Risk-taker Preference for loud noises (including their own) Invasive social interactions (e.g. touching or knocking over other children) Seems unable to stop talking, or take turns in conversation Emotionally reactive

SUMMARY SENSORY MODULATION CONTINUUM Under Responsive / Just Right / Over Responsive (High Threshold) (Low Threshold) Poor Registration Sensitivity to Stimuli Sensory Seeking Sensation Avoiding Fight, Flight or Freeze

COMBINED PATTERNS Children may experience components of any of the three different sensory processing patterns For example, they may experience tactile sensitivities and seek movement Patterns of sensory processing are not problematic unless they interfere with function

WHY SENSORY STRATEGIES? To help facilitate attention To help a child learn to self-regulate their bodies for learning and engaging with their environment To help a child maintain a state of calm rather than fright, flight or freeze To help a child slowly be able to tolerate more in their environment To help manage frustration and balance emotional reactions To help learn impulse-control

TOOLS FOR THE MOUTH Crunchy snacks (carrots, pretzels, popcorn) Chewy snacks (raisins, bagels, twizzlers) Chew on coffee swizzle sticks Chewy Tube/Chewlery Suck on hard candy Suck on water bottle with straw Chew gum Have frozen popsicles or ice ready to chew

TOOLS FOR THE BODY Movement breaks (handing out papers, delivering notices around the school, returning library books) Heavy work activities or resistive activities that involve lifting, pulling, pushing, and carrying(wall push-ups, wiping boards, chair push-ups, stacking chairs, etc.) Alternate seating (sissel seat, therapy ball, t-stool, standing) Yoga Theraband Exercises Weighted blankets and Bear-Hug Vests Massage or Vibration Body Sock Lap Snake Looking for deep-pressure and vestibular activities

TOOLS FOR THE BODY CON’T Medicine Ball Games Jump Rope Trampoline Hopping on Balls Scooter Board Games Spinning Disk Climbing on the playground Hopscotch Running, Galloping, Skipping Swings Elastic Tunnels Ball Pits

TOOLS FOR THE HAND Hand fidgets - squeeze balls, koosh ball, flour- filled balloon, smooth river rock, tangles etc. Finger/Spider Push-ups Learning to twist a pencil or a penny in hand Putting nuts/bolts together and pulling apart Touching things of different consistencies (e.g. sand bucket, water, rice, scratchy, smooth, etc.)

TOOLS OF THE EYES Use bright lights for alerting Use natural or dim lights for calming Looking at a fish tank or lava lamp Think about simplifying the environment (e.g. decrease amount of clutter for improved attention) Use a reading tent or carrel to focus Use a visual schedule or a visual timer

TOOLS OF THE EARS Balance quiet and “noisy” work times Headphones (with or without music) to block out extraneous noise Music for alerting or calming, such as therapeutic listening CD’s or drumming music Separate space for those who need quiet or to talk to themselves

Important to Combine With Top-Down Strategies Self-talk to stay on task Remind self of consequences Check lists and rewards Positive self-talk 1, 2, 3, … count Visualization Review step-by-step instructions or calm-down strategies (e.g. with a 5 point scale)