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 issues
Not everyone with sensory issues is on the spectrum

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

4. Sensory Processing Difficulties
Hard 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 regulation
More trouble with distraction
More trouble with bullies

6. 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

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 system
Tactile 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 System
Tells 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 calm
Use their calming activities to provide a sensory diet throughout the day

16. Sensory Diet Is part of the student’s program – not a reward
Work 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 sounds
Olfactory: 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 Vestibular
Rocking chair
Swing
Dancing
Merry-go-round
Twirling
Spinning
Sit n’Spin
Hanging upside down

21. 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

22. 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

23. Nancy Kling, M.A.
B-PLUS