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SENSORY IMPLICATIONS FOR TEACHING ASD STUDENTS

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Sensation Seeking. Very Active. Continuously engaging and excitable ... Sensation avoider for auditory stimuli but have moderate responses for other ... – PowerPoint PPT presentation

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Title: SENSORY IMPLICATIONS FOR TEACHING ASD STUDENTS


1
SENSORY IMPLICATIONS FOR TEACHING ASD STUDENTS
2
Characteristics of the Sensory System
  • 7 basic sensory stems within nervous system
  • Sound Movement
  • Touch Body Position
  • Smell Vision
  • Taste

3
Location of Systems
  • Tactile
  • Vestibular
  • Proprioceptive
  • Visual
  • Auditory
  • Touch - Skin
  • Balance Inner Ear
  • Body Awareness Muscles and Joints
  • Sight Retina of Eye
  • Hearing- Inner Ear

4
Location of Sensory Systems
  • Gustatory
  • Offactory
  • Taste Chemical Receptors in tongue
  • Chemical Receptors in tongue.

5
Dunns Model for Sensory Processing
  • Model characterizes patterns of responding
  • Based on
  • 1, neurological thresholds- continuum runs from
    low to high thresholds
  • 2. Self regulation strategies a behavioral
    continuum runs from passive to active strategies

6
Neurological Threshold
  • Represents amount of input nervous system
    requires before responding.
  • High threshold takes considerable input
  • Low threshold takes very little input

7
Self Regulation
  • Represents range of strategies used in responding
    to task and environmental demands.
  • Passive strategies lets things happen
  • Active strategies generates responses to
    control input

8
Intersections of Continuums
  • Creates 4 basic patterns of sensory processing
  • Low registration
  • Sensation Seeking
  • Sensory Sensitivity
  • Sensation Avoiding

9
Low Registration
  • Uninterested
  • Self absorbed
  • Sometimes dull affect

10
Sensation Seeking
  • Very Active
  • Continuously engaging and excitable
  • Pleasure from Sensory experiences
  • Generate sensory experiences for themselves.
  • These students need to move and pace while others
    are seated

11
Sensory Sensitivity
  • Distractible
  • Notice and comment on sensory events
  • Low threshold enables them to have hyper
    awareness of what is around them.
  • Have passive strategies allow things to happen
    rather than move themselves away.
  • Sound and sight sensitive

12
Sensation Avoiding
  • Rule bound
  • Ritual driven and appear uncooperative
  • Engage in behaviors that limit sensory input
  • Engage in active self-regulatory strategies to
    understand and organize the sensory input.
  • This sensory input is often threatening

13
Combinations
  • Children do not have a single sensory processing
    pattern
  • Rather have several patterns in their repertoires
  • Sensation avoider for auditory stimuli but have
    moderate responses for other sensory system input.

14
Sensory Processing Concerns
  • Present in
  • Autism
  • OCD
  • ADHD
  • Tourette-Syndrome
  • Schizophrenia

15
Implications for School
  • School environments include sensory information
    that is familiar but different in intensity and
    duration.

16
Difficulties
  • Elementary Classroom
  • furniture need for movement
  • visually stimulating environments- distracting
  • Cafeteria smell

17
Difficulties
  • Middle and High School
  • Multiple passing periods
  • Myriad hallways
  • Lockers opening and closing
  • Different numbers of teachers
  • Different teaching styles and expectations
  • Cooperative learning activities -

18
Strategies
  • 5 strategies
  • Priming
  • Working Independently
  • Visual Supports
  • Home Base
  • Social Stories

19
Priming
  • Priming preview activity presents materials
    and task process in advance of instruction
    (predictability)
  • Decreases anxiety and subsequent behavioral
    responses to anxiety

20
Working Independently
  • Initial instruction of strategy
  • Plenty of practice
  • Adjust if necessary
  • Complete a task without assistance or reliance
    from anyone to initiate, persist, and terminate

21
Visual Supports
  • Supports which are a concrete representation
  • Reduce ambiguity
  • Help anticipate
  • Organize physical space
  • Help with transition
  • Help to understand expectations
  • Can convey directions

22
Home Base
  • Access to a place apart from routine environment
  • A positive atmosphere not punishment or escape
    from tasks
  • May have to have more than one across contexts
  • Allows person to
  • Plan Regroup Recover

23
Social Stories
  • Short stories from childs perspective\
  • Describe social situations
  • Include relevant social cues
  • Very visually descriptive
  • Less directive
  • Help address fears, obsessions, anxiety

24
Summary
  • ASD kids have complex needs
  • Necessitate creativity to recognize reasons and
    think of solutions
  • Use their strengths
  • Recognize their weaknesses
  • Resist giving up
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