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Sensory%20Integration

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Title: Sensory%20Integration


1
Sensory Integration
  • What is it?
  • Who needs help with this?
  • When do I intervene?
  • How do I use it?

2
Sensory Integration
  • Sensory Integration is the neurological process
    that organizes sensation from ones own body and
    the environment. Then our body can react
    effectively in the environment

3
Sensory Integration Dysfunction (SID)
  • Dysfunction occurs when a person with an intact
    nervous system, is unable to interpret sensory
    information appropriately. Thereby this
    dysfunction or misinterpretation of sensory
    information interferes with daily activities or
    development.

4
Normal SI SI Dysfunction
  • You walk into a home, smell something like
    cookies cooking and you walk to the kitchen.
    (Your senses integrated information and allowed
    your body to move in the environment)
  • You walk into a home, smell something like
    cookies cooking and you grab the scented candle.
    (Your senses are met and remain focused on 1
    thing. Never occurs to you to go in the kitchen
    and look for real cookies.)

5
Sensory Dysfunctions
  • Modulation Dysfunction
  • Inability to process sensory input so that you
    can organize yourself for a motor or cognitive
    activity.
  • Hypersensitivity
  • Distractible, focus on small movement or sounds
  • Hyperactive, poor coping skill
  • Hypo sensitivity
  • Oblivious to certain sounds, task
  • Poor personal space
  • Lethargic, sleepy or hypoactive
  • Registration Dysfunction
  • Hypersensitivity
  • Very definite food, clothing and play preference
  • Overreacts to sounds or certain touch
  • Hypo sensitivity
  • Clumsy, careless, rough
  • Daredevils, Loud voice,
  • Puts things in mouth, ears, touching constantly
  • Oblivious to hygiene
  • Difficulty grasping rules, schedules

6
Sensory IntegrationWho needs help with this?
  • Types of Sensory Defensiveness

7
Types of Sensory Defensiveness
  • Auditory Defensiveness Sound
  • Tactile Defensiveness - Touch
  • Oral Defensiveness Taste/Smell/Tactile
  • Vestibular Insecurity Balance Movement

8
Auditory Defensiveness
  • Student may show extreme sensitivity to common
    sounds (vacuum, bell, door slam)
  • Frequently cover their ears to block out loud
    noises
  • Anxious or uncomfortable in noisy environment
    may refuse or delay going into an assembly
  • Avoids activities that most children enjoy
    (recess, birthday parties)
  • May focus on wrong sounds and not complete task

9
Auditory DefensivenessHow do I help
  • Staff Intervention assist in success
  • Recognize the need to intervene
  • Prepare the student for bell, fire drills
    (desensitize)
  • Provide ear plugs or headset for assemblies (to
    decrease noise)- white noise
  • Buddy system or Hand over hand assist
  • Headset to focus on task
  • Music therapy (consult speech therapy)
  • Provide alternate environment if possible

10
Tactile Defensiveness - Touch
  • Student may overreact to ordinary touch
    experiences (touching playdoh, being touched by
    others, shirt/sock tag aversion)
  • They dislike the feel and are hesitant
  • Avoids daily hygiene inappropriate clothes
  • Avoids light touch but seeks out deep touch
    (hugs)
  • Fidgets inappropriately (rocking, clapping,
    shaking hands, rubbing same spot)

11
Tactile Defensiveness - Touch
  • Staff Intervention assist in success
  • Recognize the need to intervene
  • Provide desensitization rice/beans box
  • Hand over hand to guide and touch new thing
  • Fun activities pretend play for hygiene,
    demonstration, sequence, repetition, pictures
  • Crafts with various textures
  • Brushing, Weighted objects
  • Provide fidget toys and limits

12
Oral Defensiveness Taste/Smell/Tactile
  • Student may be a picky eater
  • May gag from certain textures, taste or smells
  • Avoids messy meals (does not like food items to
    touch eats items separate, unable to make a
    taco)
  • Dislikes brushing teeth or washing face
  • Aversion to food or cleaning smells, may show
    agitation
  • Inappropriate tasting/mouthing non food items

13
Oral Defensiveness Taste/Smell/Tactile
  • Staff Intervention assist in success
  • Recognize the need to intervene
  • Work with family to identify obtain favorite
    foods, hygiene items (toothpaste, soap)
  • May place food items in recognizable container
  • Introduce one food item at a time
  • Avoid or modify environment smell
  • Provide chew items for self stimulation

14
Vestibular Insecurity Balance Movement
  • Student may have excessive fear of falling during
    ordinary movement
  • Dislikes swinging, riding a bike, climbing,
    sliding
  • Poor endurance/tires easy/poor muscle tone
  • Overall weak muscles, especially pencil grip
  • Walk on toes or stiff with joints locked
  • Can not sit still in a desk sits on feet, head
    down
  • Poor socialization, avoids groups, poor
    boundaries

15
Vestibular Insecurity Balance Movement
  • Staff Intervention assist in success
  • Recognize the need to intervene
  • Encourage hand over hand assist during play time
    to climb, slide ride, elicit peer assist
  • Adjust writing angle, size of pencil/color
  • Provide stretching, movement, Yoga type
    activity
  • Utilize flexible seating /or weighted vest
    heavy work
  • Buddy system to play or socialize, role play

16
Sensory Diet Individualized
  • Individualized per student some students are
    oversensitive to touch, but under responsive to
    movement
  • Remains flexible and changeable with environment
  • Identify triggers to inappropriate behavior/or
    reaction to sensory stimuli
  • Transitions what makes it smoother
  • Identify food/clothing likes/dislikes
  • How is peer interaction?
  • Note any gross or fine motor problems (does
    student fall or bump into things, balance
    problems, writing, coordination problems

17
Environmental Set up
  • KJHKLKDJFLKJLJVLKJLKNVLKDJVNLKNVKNVDLKNVDLKNVLKN
    DVLKNDVLKNVNVNDLKJDLKJLKDVJLKVNLVNVNLDVNDVNDVLNVL
    KNVLKNVLKNVL?V??
  • Todays assignment -Can you focus on this?
  • KJHKLKJHJLKJBCNMLltlt?AgtSLJKLJDUFOIUOSIUOIUOASIFU
    OAIUOIAUOIUOICJHLKAJSLKAJCLKJAVIOVOIVOIHVKLJASLKJS
    ALKJLKAVJOIIJCVOIVCJVJLKAVJLKAVJKLVJVPAPPAPOIHAVKL
    AVLKJAVLKJAVLKJALKVJKLJ

18
Environment
  • Limit extraneous visual material provide written
    instruction/assignments/notes
  • Organize class materials with labels (colors,
    words pictures)
  • Use note cards or tape number/letter line on desk
  • Use tactile manipulative
  • Limit auditory distractions prepare SID student
    for scheduled drills
  • Define student space with visual tactile aide

19
Schedules
  • Flexible but structured and organized
  • Pictures or color coded (ST OT assist)
  • Encourage families to share home schedules
    changes anticipated. Notify them of school
    changes
  • Encourage staff to recognize student need for
    flexibility in schedules --- allow space for
    melt downs

20
Auditory, Sight, Smell
  • Quiet Space
  • Headphones
  • Calm music
  • Alerting music
  • Highlighter strip
  • Calming scents
  • Alerting scents
  • Calming, safe space
  • gtconcentration
  • ltoverload
  • Low volume, 60 bps, limit/no change tempo
  • Medium volume,80 bps, frequent changes
  • Decreases visual stimuli, organizes
  • Lavender vanilla calm
  • Peppermint lime - alerting

21
Sensory Diet
  • Environmental
  • Schedule
  • Auditory, Sight, Smell
  • Tactile touch
  • Oral Motor
  • Vestibular movement balance
  • Proprioception movement resistance

22
Tactile - Touch
  • Deep touch hug yourself shoulder press by
    teacher/peer
  • Textures glue on sticks on place in box
  • Dough hide items, make shapes, letters
  • Ball bath or box of beans/rice- hide items
  • Calming, deep pressure
  • gt focus attention
  • gt discriminative touch
  • Calm, propioceptive input, strengthen hands
    fingers for handwriting
  • Alerting, whole body discriminative light touch

23
Oral Motor
  • Gum mix flavors
  • Chew device
  • Water bottle add lemon
  • Wide straw less effort
  • Calming
  • Deep pressure to jaw
  • Calming Propioceptive input
  • Facilitates convergence of eyes
  • Prepares eyes for reading/computer work

24
Vestibular- Movement Balance
  • Rocking chair, glider, ball chair, upside down
    ball
  • Scooter board, Barrel crawl, swinging,
    trampoline, rolling, net swing spin
  • Calming, gt attention, lt fidgeting, gt body
    awareness,gt motor planning
  • Alerting, facilitates back upper body strength
    stability
  • gt Head eye control, Integrates visual
    vestibular systems

25
Proprioception movement resistancePreparatory
activities
  • Weighted vest, blanket, lap pad, pencil weight
  • Burrito, pillow crash
  • Wall chair push ups
  • Funny face lace your fingers together, place
    hands on top head press down, suck in your
    cheeks to make fish face
  • Calming, gt focus gtattention, gt body awareness
  • Use the least amount of time for desired result
  • Calming, deep pressure, body awareness
  • Calming, strengthens upper extremities, prepares
    hands for handwriting
  • Calming, provides organizing input, especially
    after sensory overload

26
Classroom Tips
  • Preferential seating
  • Visual cues to secure student attention
  • Have student repeat instruction prior to
    beginning task
  • Keep tone even and moderate pace
  • Provide outline vocabulary list
  • Provide notes and let student highlight
  • Sequential steps for directions.
  • Define specific boundaries rules

27
Handwriting Tips
  • Encourage strengthening by modifying surface
    (vertical horizontal)
  • Small pencil for tripod grasp
  • Typing/keyboarding skills may be an alternate
    form of writing. Start early showing the student
    how to type his name
  • Graph paper used to align numbers, letters
  • Alternate forms of paper large lines, colored
    lines, raised lines
  • Directional maze tracing cutting
  • Stencils for letter formation
  • Tactile letter formation (playdoh, sponge, trace
    shaded or dots)
  • Cutting cardboard, playdoh, darkened outlined
    objects

28
References
  • American Occupational Therapy Association
    Answers to Questions Teachers Ask About Sensory
    Integration
  • www.superduperinc.com
  • www.henryot.com
  • www.lati3.com
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