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In Step With Kids-Sensory Integration

In Step With Kids-Sensory Integration. Presented By: Lori Erskine Marsh, MS, OTR/L Children’s Therapy Corner Written By: Lori Erskine Marsh, MS, OTR/L and Anne E. Brennan, MS, CCC-SLP. Sensory Integration.

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In Step With Kids-Sensory Integration

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  1. In Step With Kids-Sensory Integration Presented By: Lori Erskine Marsh, MS, OTR/L Children’s Therapy Corner Written By: Lori Erskine Marsh, MS, OTR/L and Anne E. Brennan, MS, CCC-SLP

  2. Sensory Integration Sensory Integration is when “Our bodies and the environment send our brains information through our senses. We process and organize this information so that we feel comfortable and secure. We are then able to respond appropriately to particular situations and environmental demands.” Excerpt from Building Bridges Through Sensory Integration, Second Edition by Ellen Yack; Shirley Sutton; Paula Awuilla (1998)

  3. Sensory Integration Some kids, and adults as well, have difficulties processing and organizing this information, and it results most often, in negative behaviors, which impact the child’s ability to learn and grow.

  4. Sensory Integration Children with Sensory Integration Dysfunction (SID) follow the typical population in terms of intelligence, with some being very bright and others are average. SID can impact their learning when the child does not perceive information the way everyone else does and therefore misses or misinterprets information vital to learning.

  5. Sensory Integration An additional concern of parents and teachers is whether or not a child with SID has autism. We feel that any child with a diagnosis of autism does have SID. A child can have SID WITHOUT being autistic. SID can and does affect otherwise typically developing children, and there does seem to be a genetic component in that this dysfunction can and does tend to run in families.

  6. Sensory IntegrationA brief overview of the sensory systems When we see a child overreact to something, avoid certain activities, or act out, we often assume it is behavioral and the child should learn to calm down, try the task, or behave herself/himself. This may be true in many cases, however, for the child with SID, these are real responses to stimuli that are truly overwhelming and aversive.

  7. A brief overview of the sensory systems How do you tell if its behavior or SID? With SID • Responses are often consistent • Show true fear/anxiety/withdrawal • Increase in the activity • Not done to gain attention of others

  8. A brief overview of the sensory systems These children have trouble staying calm and on task Parents are not likely to share this personal information, and it is recommended that classroom modifications occur to try to address these behaviors. All modifications to the classroom will benefit every child and will allow the child with SID to participate more fully and learn more.

  9. A brief overview of the sensory systemsThe Tactile System

  10. A brief overview of the sensory systemsThe Vestibular System

  11. A brief overview of the sensory systemsThe Proprioceptive System

  12. A brief overview of the sensory systemsThe Visual System

  13. A brief overview of the sensory systemsThe Auditory System

  14. What this means to a teacher: Everything you do to help a child with sensory integration dysfunction learn will also help every other child learn.

  15. What this means to a teacher: Start with the overall structure of your class: Does it allow for some movement? Is it designed to teach to a variety of learning styles? For younger children, many programs are already set up for gross motor tasks, listening activities, crafts/activities, and music, which is a great start to address SID needs.

  16. What this means to a teacher: Because sensory issues can keep a child from attending and listening, the two most important things you can do in your teaching are: Think about the organization of your class activities and The language you use.

  17. The Organization of the Class Using a predictable order of activities is helpful, and writing the general list of things to do for the kids to see can further facilitate classroom success. For example, write or use pictures to show the class that you will, (1) read a story, (2) sing a song/dance/move, (3) craft/coloring, (4) snack, and (5) clean up. Point to each as you do it, and cross them off when you are done.

  18. The Organization of the Class The predictability lets children with SID prepare themselves for upcoming sensations, which might be overwhelming to them, so they can deal with them rather than react to them Everyone likes to know what is coming up next in their day, and kids are no exception.

  19. The Organization of the Class Example: Prepare the activity- “We will listen to a story and then have a snack”

  20. The Organization of the Class Movement: Needs to be organized and purposeful This helps organize a child and readies them for learning Activities such as animal walks, jumping jacks, giant steps, stand to stretch, and moving to the beat of music all help calm and organize a body Free play/movement tends to disorganize children and can lead to a chaotic classroom.

  21. The Organization of the Class Movement cont. Structure of where and when to move can help. Provide carpet squares for sitting or a tape line on the floor Movement activities need start/end points- “Walk like a bear from the door to the dry erase board.” “Do 10 jumping jacks then stop.”

  22. The Organization of the Class Consider where the children are coming from prior to class, which helps you determine what you will do to start your class. If they have just come from a less organized situation, you will have more learning, participation, and fewer negative behaviors if class starts with organized movement and does not require the children to sit still immediately.

  23. The Language of the Class The words you use can also have a big impact on classroom effectiveness and success by adding some structure to each activity. For example, “After we read a story, we will make a puppet.” or “ 2 more minutes for the craft and then cleanup time.” These set up the transitions for the children-letting them know what comes next so they can prepare for it.

  24. The Language of the Class Concise directions with some parameters give the predictability that is so needed by a child with sensory issues. Sometimes this feels like you are “giving in” to a child when you feel like you have to give notice before moving on to something different. For typical children, this may be true.

  25. The Language of the Class For children with SID, moving from one task to another is very hard and can result in tantrum-like behavior. Change is hard because the child is comfortable dealing with all the sensations around them and moving to an unknown set of sensations is challenging and overwhelming.

  26. The Language of the Class In addition to planning for transitions, consider the words that you use when you talk. One of the biggest language activities in a classroom is answering questions. Allow the child with sensory needs to listen to others first, giving them time to understand the question and come up with an answer and watch the other kids. Allow the child time to respond and try not to rush their answer. If they cannot respond quickly enough for the pace of your classroom, move on to another child and come back to them again for their answer.

  27. The Language of the Class The question form you use also impacts response. For the child having difficulty, be more direct, give choices, or have them show you the answer. Examples: “Who is this?” Zaccheus. Yes, Zaccheus was the tax collector. (pause) He watched Jesus from a tree or a bench?” This facilitates participation and learning in the younger child.

  28. The Language of the Class Older children may need help with open-ended questions such as “Why” and “How”. You can do the same when you summarize a story or message by using short sentences and pauses. Long, wordy explanations lead to children tuning you out, not understanding the information, and missing the information.

  29. The Language of the Class Other Tips For Success Use your voice to emphasize and gain attention by adding excitement and loudness. Speak calmly and at a typical conversational level-this helps to calm a child-calmness begets calmness. Use short sentences and pauses between pieces of information Use proven teaching techniques-walk around the room and place a hand on a child’s shoulder to calm them and/or gain attention, make eye contact when asking questions, asking for a student’s opinion when negative behavior is occuring often gains the child’s attention and reduces the behavior

  30. The Language of the Class Other Tips for Success cont. Offer the child an opportunity to leave the room by doing a task or running an errand- example: take a book to the office, take a note to another classroom, get a drink, use the bathroom. The purpose of the task is to get the child away from over stimulating activities in order to calm down; this allows the child to leave the room with dignity, calm down, and return to class to complete the activity.

  31. The Language of the Class Other Tips for Success cont. Use the oldest trick in the book-POSITIVE REINFORCEMENT of specific behaviors! You can set a child up for positive behaviors by using reinforcement prior to a response/task as well as during the task.

  32. The Language of the Class Examples: “Good job!”- the child thinks “what did I do?” “Stop that now, please.”- the child thinks “Stop what? Are you talking to me?”” “No more talking.”- the child thinks “Ah! Not again!

  33. The Language of the Class The positive and specific approach: “Thanks for waiting and raising your hand.” For younger children “You raised your hand-great!” “I like the way you’re sitting with your hands to yourself” or “Sitting with hands in your lap-wonderful!” “Cleaning up is helpful. I like that.” “Thanks for waiting in line and not talking.” “Thanks for being quiet.”

  34. In Conclusion What it really comes down to is ACCEPTANCE. Being an adult and a leader/teacher, YOU set the tone of the class in terms of how behaviors are dealt with. Adapt your style to reach the child with sensory needs, which will really meet the needs of ALL of the children in your class. Learning styles vary, and by varying your style, you will reach all of the kids. There isn’t anything out of the ordinary that you do to teach a child with sensory needs that isn’t also going to be fun and exciting for the child without sensory needs.

  35. Suggested Websites Henry’s Occupational Therapy Services: www.gtcs.com/sponsors/henry Sensory Integration International: www.home.earthlink.net/~sensoryint/ Sensory Integration Issues: www.uchsc.edu/sinet American Speech-Language Association: www.asha.org

  36. Suggested Books Building Bridges through Sensory Integration, Second Edition by Ellen Yack, Shirley Sutton, Paula Aquilla (1998) The Out-of-Sync Child, by Carol Kranowitz Integration and the Child: 25th Anniversary Edition, by A. Jean Ayres

  37. Contact Information Children’s Therapy Corner 1525 Ridgewood Drive 808 S. Garfield Ave., Suite A Midland, MI 48642 Traverse City, MI 49686 (989) 835-6333 (231) 929-2354 info@childrenstherapycorner.com www.childrenstherapycorner.com

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