2.  Sensory Integration – how we take in sensory information  Accommodations for sensory needs  Sensory differences are different for every person  Why is this important?

3.  Tactile (touch)  Visual (sight)  Auditory (hearing)  Olfactory (smell)  Gustatory (taste / digestion)  Proprioception (body movement and relationship)  Vestibular (balance and movement)

4.  Hypersensitivity › Categorized by avoidance behaviors to sensory activities or situations › TOO INTENSE › Emotionally charged reactions (aka behavior) › Defensive and hyper-vigilant  Hyposensitivity › Sensory seeking › Requires more stimulation to elicit similar response › Sensory seeking OR passive with poor registration

5. HypersensitivityHyposensitivity  Avoid or react to crowded/noisy rooms  Noises that don’t bother others might bother them  Likes things loud – the louder the better  Loud voice  No “inside” voice

6. HypersensitivityHyposensitivity  Avoids textures – clothing, food, haircuts  Avoids being touched  Exaggerate injuries  High pain threshold  Poor safety awareness  Hands on › Difficulty with fine motor › Awkward gross motor

7. HypersensitivityHyposensitivity  Avoids lights, sun  Headaches  Prefers Neutral colors  Difficulty discriminating a piece from the "whole picture”  Difficulty tracking

8. HypersensitivityHyposensitivity  Picky eaters  Avoids unfamiliar textures/flavors  Difficult interpreting taste, needs strong flavors  Mouthing non-foods  Poor discrimination

9. HypersensitivityHyposensitivity  Avoid strong smells  Headaches  May crave strong (or offensive) smells  Inability to discern by smell

10. HypersensitivityHyposensitivity  Avoids movement – bikes, swings  Refuse different positions (on stomach/back)  Easily carsick  Movement seeking  Difficulty sitting still, upright  “Thrill-seeker”  Presents as having lots of energy

11. HypersensitivityHyposensitivity  Uncoordinated or clumsy  Poor spatial awareness  Avoids gross-motor activities  Needs to create input into muscles/joints  Poor body awareness and motor planning  May avoid activities

12.  Observe the behavior  Determine which sensory system is in need  Provide a quick sensory tool to meet that need

13. A group of participants are sitting at a lunch table working on homework independently. Suzett is distracted and not able to concentrate. She’s looking at other participants, attempting to engage others by making faces, or asking them questions. She is talking loudly and is unable to complete the activity. When a staff addresses this, Suzett responds by saying everyone else is making too much noise, no one else is doing their homework, etc.

14. Greta chews on her shirt collar. This happens across all environments, except maybe when she is very active.

15. On the way in from outdoor free choice, Zariyah continues to move, she spins, wiggles in her seat, flops across the table and has a very difficult time sitting still for the next activity. During this she bumps into others or the walls frequently and doesn’t seem to “watch where she’s going” and she has a hard time settling down for seated work.

16. Clara seems to enjoy most activities; she is well behaved during academics, transitions, is helpful and follows the rules. However, she throws a major tantrum as soon as she finds out the group is going to do an art activity. She runs away from the group, cries, and is inconsolable.