1. Sensory Strategies for the Classroom Presenters Sue Heguy COTA/L Ann Cleary OTR/L

2. Project Description Teach teachers how sensory strategies (calming and arousing) can influence behaviors in the classroom and how these strategies can be used to get students ready for learning and to create a more optimal learning environment.

3. In-service Participants 3 Para professionals and 1 special education teacher from an Academic Center Program (grades 1 – 3)

4. Pretest 1. List 3 calming strategies 2. List 3 alerting strategies 3. What strategies are you currently using in your classroom?

5. Sensory Strategies Pretest

6. Sensory Motor Preference Checklist

7. What is Sensory Processing? Sensory processing refers to the ability to take in information through our senses about our body and the environment, organize and interpret that information and produce a meaningful and purposeful response.

8. Sensory Processing (continued) Sensory processing is part of normal development. We are all sensory processors. We all have sensory preferences. We all have sensory likes and dislikes.

9. Creating a Calming Learning Environment Creating a calming learning environment may be beneficial for the student who is over responsive, over aroused or exhibits a high activity level.

10. Calming/Organizing Strategies for the Classroom Firm/deep pressure to the skin Activities that provide input to muscles and joints (i.e. “heavy work”) Sweet foods Non-edible chewing items can also be effective such as “chewelry” or chew tubes (www.abilitations.com)www.abilitations.com Lavender, cinnamon, ginger and vanilla scents are generally calming Soft, music such as classical or environmental/nature sounds White noise

11. Calming/Organizing Strategies for the Classroom (continued) Chew gum (organizing input) Drink thick liquid through a straw or juice box through a tiny straw Keep water bottle on desk Dim lights Deep breathing (“in through your nose and out through your mouth”) Slow rocking in rocking chair Chewy foods such as granola bars, fruit roll ups, dried fruit, bagels etc. are calming/organizing

12. Calming/Organizing Strategies for the Classroom (continued) Apply downward pressure to the head (student provides input to himself) Allow use of visor, hat or sunglasses to block visual stimuli and reduce glare Warmer room temperature is calming Movement that is slow, rhythmical Keep voice low and calm Use ear plugs, ear muffs or head phones to cut down on auditory distractions

13. Creating A Stimulating Learning Environment The under aroused child may benefit from a higher level of stimulation than may be usually found in the classroom. Multisensory input and frequent changes in stimulation may help to increase your student’s level of alertness and help create a stimulating learning environment.

14. Alerting/Attention Getting Strategies for the Classroom Fast, erratic movement Bright lights Peppermint and lemon scents are generally arousing Loud, fast and irregular music Movement games such as hokey pokey; head, shoulders, knees and toes; duck, duck, goose; Simon says. Musical chairs using fast music

15. Alerting/Attention Getting Strategies for the Classroom (continued) Bright colors such as yellow, orange and red are alerting Use bright colored dry erase markers when writing on the board Introduce occasional variations in routine such as clapping pattern prompts, verbal prompts (teacher - “one, two, three, eyes on me” students respond - “one, two, eyes on you”) or visual prompts (briefly turn off lights) Sour/tart foods (lemons, oranges, etc,)

16. Alerting/Attention Getting Strategies for the Classroom (continued) Crunchy foods (raw vegetable, pretzel sticks, popcorn, crackers, nuts, apples etc.) Light touch to the skin (feather duster) Change pitch and/or volume when speaking to students Drink carbonated drink Eat a cold popsicle Cooler room temperature is alerting

17. Post Test 1. List 3 calming strategies. 2. List 3 alerting strategies. 3. What strategies did you actually use in your classroom? 4. How often did you use them? 5. Did you find them helpful? 6. If strategies were not used, why not?

18. Sensory Strategies Post Test

19. In-service Evaluation Form Please respond to the following statements using the following rating scale: 1 (strongly disagree) to 5 (strongly agree). Strongly Disagree………Strongly Agree 1. I found the information useful 1 2 3 4 5 for my classroom. 2. The information presented met my 1 2 3 4 5 needs as a classroom teacher. 3. I will be able to use this information 1 2 3 4 5 with my students. What information was most helpful to you? _________________________________________________________________________________________ _____________________________________________________________________________________ What information was least helpful to you? _________________________________________________________________________________________ _____________________________________________________________________________________ Additional Comments: _________________________________________________________________________________________ _____________________________________________________________________________________

20. In-service Evaluation Form (continued)