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

2. The Wright Family Goes to the Beach!

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

4. 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!

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

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

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

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

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

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

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

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

13. How Do These Systems Work Together?

18. Sensory Processing: What Needs to Happen RegistrationOrientationInterpretationOrganizationResponse

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

20. 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 ?

21. Self-Regulation

22. 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

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

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

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

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

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

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

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

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

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

32. 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?

33. Interested in Learning More?