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Sensory Processing Disorder (SPD)(Sensory Processing Disorder (SPD) is the newly adopted term to describe what used to be known as Sensory Integration Disorder.)Sensory integration is a normal, neurological, developmental process which begins in the womb and continues throughout one’s life. Sensory processing is the process by which our brain takes in sensory input and interprets this information for use.When talking about typical sensory processing, a productive, normal and “adaptive response” happens as:? our neurological system takes in sensory information ? the brain organizes and makes sense of it ? which then enables us to use it and act accordingly within our environment to achieve “increasingly complex, goal-directed actions”.We use our sensory processing abilities for: ? social interaction ? motor skill development ? focusing and attending so we can learn If this neurological process becomes disrupted somewhere in the loop of intake, organization or output, then normal development and adaptive responses will not be achieved. Learning, physical and emotional development, as well as behavior will be impacted; sometimes severely! It is this disruption which creates a neurological dysfunction called Sensory Integration Dysfunction/Sensory Processing Disorder. Keep in mind, sensory processing functions on a continuum. We all have difficulty processing certain sensory stimuli (a certain touch, smell, taste, sound, movement etc.) and we all have sensory preferences. It only becomes a sensory processing disorder when we are on extreme ends of the continuum or experience disruptive, unpredictable fluctuations which significantly impact our developmental skills or everyday functioning.It is important for us to break the sensory integration dysfunction symptoms down into categories based on each of the senses. These categories are:? Tactile: the sense of touch; input from the skin receptors about touch, pressure, temperature, pain and movement of the hairs on the skin. ? Vestibular: the sense of movement; input from the inner ear about equilibrium, gravitational changes, movement experiences and position in space. ? Proprioception: the sense of "position"; input from the muscles and joints about body position, weight, pressure, stretch, movement and changes in position. ? Auditory: input relating to sounds; one's ability to correctly perceive, discriminate, process and respond to sounds ? Oral: input relating to the mouth; one's ability to correctly perceive, discriminate, process and respond to input within the mouth ? Olfactory: input relating to smell; one's ability to correctly perceive, discriminate, process and respond to different odors. ? Visual: input relating to sight; one's ability to correctly perceive, discriminate, process and respond to what one sees. The careful observer will pay close attention to which senses are affected and the frequency, duration, and intensity of these sensory integration dysfunction symptoms. All people have some type of sensory preferences and perhaps even a mild case of "dysfunction.” However, it is the frequency, intensity, duration and functional impact of these symptoms which determines dysfunction. As with any diagnosis, the key is finding the correct one so proper treatment can begin.Through no fault of their own, many pediatricians, psychiatrists, psychologists and other professionals have not been properly educated on the causes, signs and symptoms of this disorder. Therefore, they may mistakenly dismiss parental concerns, give them the wrong advice, or misdiagnose the child. This, in turn, may cause professionals to put a child on unnecessary medication or into treatment (or lack of treatment) that will not help them deal with the real underlying issue!There are three things that MUST be clear:? First, a Sensory Integration Disorder is a neurological disorder; not a spoiled child, a product of bad parenting, ADD, ADHD, defiant child or a mental illness! Although, it is important to note, any of these could co-exist with a sensory processing disorder. ? Second, we are talking about reactions to specific sensory input. It is about how this input is taken in, organized, and utilized to interpret one's environment and make the body ready to learn, move, regulate energy levels and emotions, interact, and develop properly.? And third, when sensory integration dysfunction symptoms appear, they must be taken seriously as early as possible and treated properly by a knowledgeable professional!Although an accurate diagnosis of SPD should always be done by a qualified professional, teachers should be aware of symptoms that may indicate a child had SPD. The following checklists are helpful – but are not a diagnostic tool. If you observe a student with several of these symptoms, make a referral to have the child properly evaluated.Carol Stock Kranowitz identifies five key points to keep in mind when using checklists to help identify children with SPD. (The Out-Of-Sync Child (1995)1. "The child with sensory dysfunction does not necessarily exhibit every characteristic. Thus, the child with vestibular dysfunction may have poor balance but good muscle tone." 2. "Sometimes the child will show characteristics of a dysfunction one day but not the next. For instance, the child with proprioceptive problems may trip over every bump in the pavement on Friday yet score every soccer goal on Saturday. Inconsistency is a hallmark of every neurological dysfunction. “3. "The child may exhibit characteristics of a particular dysfunction yet not have that dysfunction. For example, the child who typically withdraws from being touched may seem to be hypersensitive to tactile stimulation but may, instead, have an emotional problem." 4. "The child may be both hypersensitive and hyposensitive. For instance, the child may be extremely sensitive to light touch, jerking away from a soft pat on the shoulder, while being rather indifferent to the deep pain of an inoculation." 5. "Everyone has some sensory integration problems now and then, because no one is well regulated all the time. All kinds of stimuli can temporarily disrupt normal functioning of the brain, either by overloading it with, or by depriving it of, sensory stimulation." Tactile Sense: input from the skin receptors about touch, pressure, temperature, pain, and movement of the hairs on the skin. ?Signs Of Tactile Dysfunction:Hypersensitivity to Touch (Tactile Defensiveness)becomes fearful, anxious or aggressive with light or unexpected touch;appears fearful of, or avoids standing in close proximity to other people or peers (especially in lines);becomes frightened when touched from behind or by someone/something they cannot see;avoids group situations for fear of the unexpected touch;resists friendly or affectionate touch from anyone besides parents or siblings (and sometimes them too!);dislikes kisses, will "wipe off" place where kissed;prefers hugs;raindrops, a splash of water, or wind blowing on the skin may feel like torture and produce adverse and avoidance reactionsmay overreact to minor cuts, scrapes, and or bug bites;avoids touching certain textures of material (blankets, rugs, stuffed animals);refuses to wear new or stiff clothes, clothes with rough textures, turtlenecks, jeans, hats, or belts, etc.;avoids using hands for play;avoids/dislikes/aversive to "messy play", e.g., sand, mud, water, glue, glitter, playdoh, slime, shaving cream/funny foam etc.;will be distressed by dirty hands and want to wipe or wash them frequently;excessively ticklish;distressed by seams in socks and may refuse to wear them;distressed by clothes rubbing on skin; may want to wear shorts and short sleeves year round, may prefer to be naked and pull clothes off constantly;or, may want to wear long sleeve shirts and long pants year round to avoid having skin exposed;distressed about having face washed;distressed about having hair, toenails, or fingernails cut;is a picky eater, only eating certain tastes and textures; mixed textures tend to be avoided as well as hot or cold foods; resists trying new foods;may refuse to walk barefoot on grass or sand; andmay walk on toes only.Hyposensitivity To Touch (Under-Responsive):may crave touch, needs to touch everything and everyone;is not aware of being touched/bumped unless done with extreme force or intensity;is not bothered by injuries, like cuts and bruises, and shows no distress with shots (may even say they love getting shots!);may not be aware that hands or face are dirty or feel his/her nose running;may be self-abusive; pinching, biting, or banging his own head;mouths objects excessively;frequently hurts other children or pets while playing;repeatedly touches surfaces or objects that are soothing (e.g.., clothing or draperies);seeks out surfaces and textures that provide strong tactile feedback;thoroughly enjoys and seeks out messy play;craves vibrating or strong sensory input; andhas a preference and craving for excessively spicy, sweet, sour, or salty foods.Poor Tactile Perception and Discrimination:has difficulty with fine motor tasks such as buttoning, zipping, and fastening clothes;may not be able to identify which part of their body was touched if they were not looking;may be afraid of the dark;may be a messy dresser; looks disheveled, does not notice pants are twisted, shirt is half un tucked, shoes are untied, one pant leg is up and one is down, etc.has difficulty using scissors, crayons, or utensils;continues to mouth objects to explore them;has difficulty figuring out physical characteristics of objects; shape, size, texture, temperature, weight, etc.; andmay not be able to identify objects by feel, uses vision to help; such as, reaching into backpack or desk to retrieve an item.Vestibular Sense: input from the inner ear about equilibrium, gravitational changes, movement experiences, and position in space. Signs of Vestibular Dysfunction:Hypersensitivity to Movement (Over-Responsive):avoids/dislikes playground equipment; e.g., swings, ladders, slides, or merry-go-rounds;prefers sedentary tasks, moves slowly and cautiously, avoids taking risks, and may appear "wimpy";avoids/dislikes elevators and escalators; may prefer sitting while they are on them or, actually get motion sickness from them;may physically cling to an adult they trust;may appear terrified of falling even when there is no real risk of it;afraid of heights, even the height of a curb or step;fearful of feet leaving the ground;fearful of going up or down stairs or walking on uneven surfaces;afraid of being tipped upside down, sideways or backwards;startles if someone else moves them; e.g., pushing his/her chair closer to the table;may be fearful of, and have difficulty riding a bike, jumping, hopping, or balancing on one foot (especially if eyes are closed);loses balance easily and may appear clumsy;fearful of activities which require good balance; andavoids rapid or rotating movements.Hyposensitivity to Movement (Under-Responsive):in constant motion, can't seem to sit still;craves fast, spinning, and/or intense movement experiences;loves being tossed in the air;could spin for hours and never appear to be dizzy;loves the fast, intense, and/or scary rides at amusement parks;always jumping on furniture, trampolines, spinning in a swivel chair, or getting into upside down positions;loves to swing as high as possible and for long periods of time;is a "thrill-seeker"; dangerous at times;always running, jumping, hopping etc. instead of walking;rocks body, shakes leg, or head while sitting; andlikes sudden or quick movements, such as, going over a big bump in the car or on a bike.Poor Muscle Tone And/Or Coordination:has a limp, "floppy" body;frequently slumps, lies down, and/or leans head on hand or arm while working at his/her desk;difficulty simultaneously lifting head, arms, and legs off the floor while lying on stomach ("superman" position);often sits in a "W sit" position on the floor to stabilize body;fatigues easily!;compensates for "looseness" by grasping objects tightly;difficulty turning doorknobs, handles, opening and closing items;difficulty catching him/her self if falling;difficulty getting dressed and doing fasteners, zippers, and buttons;has poor body awareness; bumps into things, knocks things over, trips, and/or appears clumsy;poor gross motor skills; jumping, catching a ball, jumping jacks, climbing a ladder etc.;poor fine motor skills; difficulty using "tools", such as pencils, scissors etc.;may appear ambidextrous, frequently switching hands for coloring, cutting, writing etc.; does not have an established hand preference/dominance by 4 or 5 years old;has difficulty licking an ice cream cone;seems to be unsure about how to move body during movement, for example, stepping over something; anddifficulty learning exercise or dance steps.Proprioceptive Sense: input from the muscles and joints about body position, weight, pressure, stretch, movement, and changes in position in space.Signs of Proprioceptive Dysfunction:Sensory Seeking Behaviors:seeks out jumping, bumping, and crashing activities;stomps feet when walking;kicks his/her feet on floor or chair while sitting at desk/table;bites or sucks on fingers and/or frequently cracks his/her knuckles;prefers clothes (and belts, hoods, shoelaces) to be as tight as possible;loves/seeks out "squishing" activities;enjoys bear hugs;excessive banging on/with toys and objects;loves "roughhousing" and tackling/wrestling games;frequently falls on floor intentionally;would jump on a trampoline for hours on end;grinds his/her teeth throughout the day;loves pushing/pulling/dragging objects;loves jumping off furniture or from high places;frequently hits, bumps or pushes other children; andchews on pens, straws, shirt sleeves etc.2. Difficulty with "Grading Of Movement":misjudges how much to flex and extend muscles during tasks/activities (e.g., putting arms into sleeves or climbing);difficulty regulating pressure when writing/drawing; may be too light to see or so hard the tip of writing utensil breakswritten work is messy and he/she often rips the paper when erasing;always seems to be breaking objects and toys;misjudges the weight of an object, such as a glass of juice, picking it up with too much force sending it flying or spilling, or with too little force and complaining about objects being too heavy;may not understand the idea of "heavy" or "light"; would not be able to hold two objects and tell you which weighs more;seems to do everything with too much force; e.g., walking, slamming doors, pressing things too hard, slamming objects down; andplays with animals with too much force, often hurting them.Signs of Auditory Dysfunction: (no diagnosed hearing problem)Hypersensitivity to Sounds (Auditory Defensiveness):distracted by sounds not normally noticed by others; e.g., humming of lights or refrigerators, fans, heaters, or clocks ticking;fearful of the sound of a flushing toilet (especially in public bathrooms), squeaky shoes, or a dog barking;startled with or distracted by loud or unexpected sounds;bothered/distracted by background environmental sounds; e.g., lawn mowing or outside construction;frequently asks people to be quiet; e.g., stop making noise, talking, or singing;runs away, cries, and/or covers ears with loud or unexpected sounds;may refuse to go to movie theaters, parades, skating rinks, musical concerts etc.; andmay decide whether they like certain people by the sound of their voice.Hyposensitivity To Sounds (Under-Registers):often does not respond to verbal cues or to name being called;appears to "make noise for noise's sake";loves excessively loud music or TV;seems to have difficulty understanding or remembering what was said;appears oblivious to certain sounds;appears confused about where a sound is coming from;talks self through a task, often out loud; andn.eds directions repeated often, or will say, "What?" frequently Signs of Oral Input Dysfunction:Hypersensitivity To Oral Input (Oral Defensiveness):picky eater, often with extreme food preferences; e.g., limited repertoire of foods, picky about brands, resistive to trying new foods or restaurants, and may not eat at other people's houses);may only eat "soft" or pureed foods;may gag with textured foods;has difficulty with sucking, chewing, and swallowing; may choke or have a fear of choking;resists/refuses/extremely fearful of going to the dentist or having dental work done;may only eat hot or cold foods;refuses to lick envelopes, stamps, or stickers because of their taste;dislikes or complains about toothpaste and mouthwash; andavoids seasoned, spicy, sweet, sour or salty foods; prefers bland foods .Hyposensitivity To Oral Input (Under-Registers)may lick, taste, or chew on inedible objects;prefers foods with intense flavor; e.g., excessively spicy, sweet, sour, or salty;excessive drooling;frequently chews on hair, shirt, or fingers;constantly putting objects in mouth;acts as if all foods taste the same; andcan never get enough condiments or seasonings on his/her food .Signs of Olfactory Dysfunction (Smells):Hypersensitivity To Smells (Over-Responsive):reacts negatively to, or dislikes smells which do not usually bother, or get noticed, by other people;tells other people (or talks about) how bad or funny they smell;refuses to eat certain foods because of their smell;offended and/or nauseated by bathroom odors or personal hygiene smells;bothered/irritated by smell of perfume or cologne;bothered by household or cooking smells;may refuse to play in certain places/areas because of the smell; anddecides whether he/she likes someone or some place by the way it smells.Hyposensitivity To Smells (Under-Responsive):has difficulty discriminating unpleasant odors;may drink or eat things that are poisonous because they do not notice the noxious smell;unable to identify smells from scratch 'n sniff stickers;does not notice odors that others usually complain about;fails to notice or ignores unpleasant odors;makes excessive use of smelling when introduced to objects, people, or places; anduses smell to interact with objects .Signs Of Visual Input Dysfunction (No Diagnosed Visual Deficit):Hypersensitivity to Visual Input (Over-Responsiveness)sensitive to bright lights; will squint, cover eyes, cry and/or get headaches from the light;has difficulty keeping eyes focused on task/activity he/she is working on for an appropriate amount of time;easily distracted by other visual stimuli in the room; e.g., movement, decorations, toys, windows, doorways etc.;has difficulty in bright colorful rooms or a dimly lit room;rubs his/her eyes, has watery eyes or gets headaches after reading or watching TV;avoids eye contact; andenjoys playing in the dark.Hyposensitivity To Visual Input (Under-Responsive Or Difficulty With Tracking, Discrimination, Or Perception):has difficulty telling the difference between similar printed letters or figures; e.g., p & q, b & d, + and x, or square and rectangle;has a hard time seeing the "big picture"; i.e., focuses on the details or patterns within the picture;has difficulty locating items among other items; e.g., papers on a desk, items on a grocery shelf, or toys in a bin/toy box;often loses place when copying from a book or the chalkboard;difficulty controlling eye movement to track and follow moving objects;has difficulty telling the difference between different colors, shapes, and sizes;often loses his/her place while reading or doing math problems;makes reversals in words or letters when copying, or reads words backwards; e.g., "was" for "saw" and "no" for "on" after first grade;complains about "seeing double";difficulty finding differences in pictures, words, symbols, or objects;difficulty with consistent spacing and size of letters during writing and/or lining up numbers in math problems;difficulty with jigsaw puzzles, copying shapes, and/or cutting/tracing along a line;tends to write at a slant (up or down hill) on a page;confuses left and right;fatigues easily with schoolwork; anddifficulty judging spatial relationships in the environment; e.g., bumps into objects/people or missteps on curbs and stairs.Auditory-Language Processing Dysfunction:?unable to locate the source of a sound;difficulty identifying people's voices;difficulty discriminating between sounds/words; e.g., "dare" and "dear";difficulty filtering out other sounds while trying to pay attention to one person talking;bothered by loud, sudden, metallic, or high-pitched sounds;difficulty attending to, understanding, and remembering what is said or read; often asks for directions to be repeated and may only be able to understand or follow two sequential directions at a time;looks at others to/for reassurance before answering;difficulty putting ideas into words (written or verbal);often talks out of turn or "off topic";if not understood, has difficulty re-phrasing; may get frustrated, angry, and give up;difficulty reading, especially out loud (may also be dyslexic);difficulty articulating and speaking clearly; andability to speak often improves after intense movement.Social, Emotional, Play, And Self-Regulation Dysfunction:?Social:difficulty getting along with peers;prefers playing by self with objects or toys rather than with people;does not interact reciprocally with peers or adults; hard to have a "meaningful" two-way conversation;self-abusive or abusive to others;others have a hard time interpreting child's cues, needs, or emotions; anddoes not seek out connections with familiar people ?Emotional:difficulty accepting changes in routine (to the point of tantrums);gets easily frustrated;often impulsive;functions best in small group or individually;variable and quickly changing moods; prone to outbursts and tantrums;prefers to play on the outside, away from groups, or just be an observer;avoids eye contact; anddifficulty appropriately making needs known.?Play:difficulty with imitative play;wanders aimlessly without purposeful play or exploration ;needs adult guidance to play, difficulty playing independently; andparticipates in repetitive play for hours; e.g., lining up toys cars, blocks, watching one movie over and over etc.?Self-Regulation:excessive irritability or fussiness;can't calm or soothe self using objects or people; andcan't go from sleeping to awake without distress.Internal? Regulation (The Interoceptive Sense):becoming too hot or too cold sooner than others in the same environments; may not appear to ever get cold/hot, may not be able to maintain body temperature effectively ;difficulty in extreme temperatures or going from one extreme to another (i.e., winter, summer, going from air conditioning to outside heat, a heated house to the cold outside);respiration that is too fast, too slow, or cannot switch from one to the other easily as the body demands an appropriate respiratory response;heart rate that speeds up or slows down too fast or too slow based on the demands imposed on it;respiration and heart rate that takes longer than what is expected to slow down during or after exertion or fears;severe/several mood swings throughout the day (angry to happy in short periods of time, perhaps without visible cause);unpredictable state of arousal or inability to control arousal level (hyper to lethargic, quickly, vacillating between the two; over stimulated to under stimulated, within hours or days, depending on activity and setting, etc.);frequent constipation or diarrhea, or mixed during the same day or over a few days;difficulty with toiletting; does not seem to know when he/she has to go (i.e., cannot feel the necessary sensation that bowel or bladder are full;unable to regulate thirst; always thirsty, never thirsty, or oscillates back and forth;unable to regulate hunger; eats all the time, won't eat at all, unable to feel full/hungry; andunable to regulate appetite; has little to no appetite and/or will be "starving" one minute then full two bites later, then back to hungry again (prone to eating disorders and/or failure to thrive).Sensory Integration Activities:1.? Play Doh, Gak, Glop, Funny Foam, etc.Children need and love play-doh and messy play, unless they have tactile defensiveness. There are so many versions of play-doh, from pre-package to homemade, scented to unscented, textured to non-textured, cooked to uncooked. 2.? Heavy Work Activities:These types of activities are imperative for children who have difficulty regulating their arousal levels. They are the crashers, the jumpers, the leg shakers, the ones that can't ever seem to sit still. Regular heavy input into their neurological systems WILL help calm them down. The premise behind these activities is to help their bodies receiveregular input into their muscles and joints in the most appropriate ways so they can get the input they crave and settle their bodies down.Hint: Always best to precede a sit down task with a heavy work activity.3.? Sand and Water Play:Playing in the sand or water provides essential yet fun ways to experience necessary tactile input. Fill a bucket sand, rice, shaving cream, water, or any textured substance. Put little toys in as well to encourage exploration. 4. Vestibular Movement:Children NEED to move! For some it is difficult due to fears, for others they just can't seem to get enough.5. Aromatherapy:Aromatherapy is a wonderfully therapeutic way to address children withsensory processing disorders (or even without) who seek out certain smells or are hypersensitive to smells.Through aromatherapy products, including aromatherapy machines, oils, candles, diffusers etc., you can help children tolerate or drown out smells, or use them to relax and calm. They are a great relaxing OR stimulating tool, depending how, where, and when they are used and which smells you choose (for example; cinnamon is stimulating, lavender is soothing).Hint: For children who are highly sensitive to smells have them carry a bottle of aromatherapy oil in their pocket to smell when intolerance hits (peppermint often works well).6. Proprioceptive Activities:These activities are almost endless in choices. Proprioception refers to input to the muscles, joints, ligaments, tendons and connective tissue. It refers to motor control and planning, body awareness, grading of movement (knowing how "hard" or "soft" to perform a task), and postural stability. If the proprioceptive sense is not working well, it will be difficult to move in smooth, coordinated, and properly graded movements.7. Sensory Rooms8. Sensory Toys such as play gyms with sound and lights, tactile toys, play mats with unique sensory experiences, textured puzzles, unique balls to sit on, play with or touch, fun balance boards and games, slimy, squishy, squeezy toys, and toys to sit on, spin on, ride on, climb on, twirl on. Think of all the senses. Now think of all the toys that could address any one or combination of these senses!9. Handwriting Help: We see SO MANY children with sensory processing difficulties who have significant handwriting problems. Their writing is messy, labored, they press to hard or too light, it is illegible, takes them too long, their hands are tired and sore, they write letters backwards etc. Messages are not being received or perceived correctly and handwriting becomes a dreaded task. This too is one of the earliest signs of problems and often picked up by parents or teachers. You may notice these children have awkward and inefficient grips on their writing utensils and difficulty cutting as well. Fine motor coordination becomes difficult and labored. Consequently, the children avoid these tasks and become very frustrated. There are hundreds of fun fine motor activities to use with these children to improve their skills, such as mazes, using wikki sticks, making letters with fingers on a table or easel in funny foam, shaving cream or pudding, using raised lined paper for tactile feedback on proper lettering heights, puzzles, stringing beads, playing games using play tweezers or chopsticks, handwriting programs to music, and using pencil grips, weighted pens, and other adaptive equipment. Handwriting and fine motor skills are absolutely essential skills which kids must develop to maximize potential at school and home. 10. Social Skill Development: Children with sensory processing disorders face many challenges in developing appropriate and rewarding relationships with their peers. There can be so many obstacles which hinder this development and will become another contributing factor to low self-esteem and isolation. We often treat children with such diagnoses as; Aspergers, ADD, ADHD, Autism, and PDD (among others of course). A major "symptom" of these disabilities is difficulty relating to and developing appropriate social relationships, as they tend to miss "social cues.” Couple this with sensory processing difficulties which ALSO affect children's abilities to develop relationships. That's right, DOUBLE WHAMMY! Consequently, these children become either too energetic, too rough, can't sit still, impulsive, fearful, withdrawn, aggressive, suffer learning difficulties, or are just plain old misunderstood and negatively labeled by their peers. Therefore, other children tend to avoid them because they are "difficult" to play with. Some of these children are extremely challenging and they need our help as early in life as possible before a lack of appropriate social skills impedes their development to an extreme. When working with children on sensory integration activities, work in groups, which is one of the best ways to address and treat any social skill problem. Part of treatment is helping them learn to read social cues, respond to their peers, wait, take turns, win or lose appropriately, and share similar experiences. Often, peer treatment is good too if one brings another out of their shell and gets them to try new things, or calms the other one down purely by watching, encouraging, or modeling behavior. There are many social skills games and activities that can be played with monitoring and guidance from a therapist, teacher or parent. Social skills are incredibly important and developing these skills is an inherent part of sensory integration activities and therapy.Problem Behavior in the Classroom: Dealing with Children and Sensory Processing Disorders at SchoolProblem behavior in the classroom is one of the most difficult aspects of a teacher's job. It interrupts their lesson plans, tries their patience, interferes with the other children's learning environment and leaves many teachers feeling overwhelmed, helpless, and out of control. Children with sensory processing disorders are often the most misunderstood, misdiagnosed, misguided and frustrating of the "challenging children". Without a deep understanding of the reasons behind the behaviors these children exhibit (which is explained more in depth throughout this site), proper intervention and control within the classroom may very well be impossible! Two of the most common problem behaviors in the classroom teachers see are a child's lack of focus, and the inability to sit/stand for an appropriate length of time to effectively learn. Children with a sensory processing disorder often "under register" movement. Their bodies just can't seem to get enough or get the right amount at the right time to endure tasks that require focus and concentration. There are multiple tasks a child needs to be able to accomplish on a regular basis for optimal school performance. The inability to perform the following tasks warrants a referral to additional professionals (such as an Occupational Therapist). 1. performing self-care tasks independently 2. ability to care for personal belongings 3. ability to handle a day at school without excessive fatigue 4. ability to organize and sequence information 5. ability to "read" social and environmental cues 6. ability to perform and stay on tasks without excessive distractibility 7. ability to take in and process sensory information properly The inability to properly process sensory information will elicit very particular behaviors. The following is a "red flag" list of behaviors which may indicate a sensory processing disorder: ? children who avoid or appear fearful of particular activities such as; messy play, movement experiences, playground equipment, certain sounds, smells, or tastes ?? children who appear clumsy, uncoordinated or do a lot of crashing and banging into or on objects, sometimes accidentally breaking toys ?? children who have difficulty with transitions, ie, stopping one activity and starting another ?? children who have difficulty with social interactions and relating to their peers ?? children who are unable to adjust to and meet challenges/difficulties that arise, i.e., asking for help and/or problem solving ?? children who have difficulty maintaining an optimal arousal level for activities, ie, energy level that is too high or too low These are just some of the problem behaviors in the classroom that may exhaust children and teachers both. These children WILL need some additional help on a daily basis. Whether the child is experiencing sensory overload which will make concentrating and learning difficult, or they need more sensory input to help them stay on task, THERE ARE modifications, techniques, and treatment you can implement within the classroom which will help children with sensory processing disorders (and even children without!) Here are some classroom accommodations which may help children remain calm, focused and organized: Physical Accommodations 1. Use carpet squares for each child when sitting on the floor to keep them in their own space. 2. Adjust chairs, desks, tables so children sit with feet flat on the floor and hips bent at a 90 degree angle. 3. If a child is easily distracted, make sure his seat is away from doorways or windows. 4. Use alternative seating equipment; sit on therapy balls, t-stools, disco-sit, bean bag chairs, or positioning wedges 5. Allow children to work in a variety of positions; laying flat on the floor propped on elbows, standing at a table or easel, or lying on side and using a clipboard to write on 6. Use a soft, plush rug in play areas to help muffle noise. 7. If possible, have a rocking chair or glider rocker inside the classroom, and/or a hammock or swing chair outside the classroom where a child can go to relax. 8. Allow children to use sleeping bags or weighted blankets in a quiet reading corner. 9. Use a small tent or play hut with soft pillows and/or bean bag chair for a child to go to if over aroused. Visual Accommodations 1. Post a daily schedule with pictures. 2. Tape alphabet and number strips on a child's desk for them to use as a reference or guide. 3. Place a drawing of a clock with appropriate day/time for therapy or assistant sessions outside of the classroom. 4. Use tape, hula hoops or carpet squares to reinforce personal boundaries in seated learning or play areas. 5. Use visual cues such as words or pictures for organizing personal belongings, containers, or shelves 6. Keep visual distractions to a minimum; hang art projects on the wall in the hallway, keep bulletin boards simple and uncluttered, reduce hanging pictures and decorations. 7. Help the child stay organized and focused by; ? using his finger or index card under the line he is working on during reading or math ? use graph paper for visual help aligning numbers during math work ? use minimal visual information on each page ? cover other areas of the page not currently working on to keep the child focused 8. Use study carrels to decrease stimuli 9. Minimize amount of toys, games, and decorations in the environment 10. Have enough organized storage space, containers, and shelves to put all items away (label containers) 11. Keep chalkboard clean 12. Use dim lighting and pastel colors. Turn off lights during quiet breaks 13. Keep memos and informational posters away from the front of the classroom so children can focus on the teacher Auditory Accommodations ?1. Have earplugs or sound blocking headphones available for children who are sensitive to, or distracted by environmental noises 2. Ask child to repeat directions back to you before they start their work to ensure they understand 3. Establish eye contact with the child before speaking to them 4. Teach children to ask for help and make yourself available to them if they are having difficulty 5. Break directions down into steps and allow extra time for children to process them if needed 6. Warn children of any loud noises before they occur (bells, fire alarms etc.) Organizational Accommodations ?1. Give simple, step-by-step directions. Have child verbalize steps needed to accomplish the task. Use peer or yourself to demonstrate/model task first, then ask the child to try it 2. Use a consistent approach when teaching a child a new skill and allow time to practice and master the new skill 3. Present directions to the child consistent with their best modality for learning (i.e., auditory, visual, or multi-sensory). Model, demonstrate and repeat as needed. Monitor the child to make sure they understand and are able to start the task 4. Help the child plan for each task by asking questions such as, "What materials will you need?" "What will you do first?" and/or "What do you need to do when you are done?" etc. 5. Provide a few suggestions or a peer brainstorming session if a child has difficulty formulating ideas for assignments 6. Help children who have difficulty with transitions by using a timer or give them a verbal cue that it will be time to change activities 7. Transitions may also go smoother if a list with pictures is on the blackboard showing the day's activities 8. Help prepare the child for transitions with an orderly clean up and a consistent musical selection which makes it fun and signals it is time to move on to the next activity 9. Give children a consistent and organized place to store materials when they are finished using them Sensory Accommodations (for consistent, appropriate arousal levels and decreasing distractibility):?Alerting Activities For The Lethargic Child?1. Allow the child to sip on ice water in a water bottle throughout the day 2. Use bright lighting 3. Have the child pat cool water on their face as needed 4. Take frequent "gross motor" breaks during difficult tasks (i.e., jump, hop, march in place, sit ups etc.) 5. Encourage an active recess with swinging, jumping, climbing, playing ball etc. 6. Have the child chew strong/flavorful sugar-free gum or suck on sugar free candies (use sweet or sour gum/candy or fireballs) ?Calming Activities for an Overly Active Child ?1. Use low level lighting, no fluorescent lights! 2. Allow the child to listen to calming music with headphones 3. Use a soft voice and slow down your speech and movements while talking 4. Allow the child to lay on the floor in a secluded area with weighted blankets, heavy pillows or bean bag chairs on top of them during written work or reading 5. Push down heavily on the child's shoulders, with equal and constant pressure 6. Avoid rushing the child 7. Have the child be responsible for the heaviest work at clean up time; putting heavy books or objects away, moving/pushing chairs in, wiping down tables etc. 8. Plan ahead, allow enough time between and during activities9. Make the child the "teacher's assistant"; carrying books to the library, allow them extra movement breaks with in-school errands (taking notes to the office or another teacher, passing out papers etc.), or giving them "heavy work" chores such as sharpening pencils, erasing and cleaning blackboards and erasers, etc. 10. Provide opportunities for the child to jump on a mini trampoline, bounce on a therapy ball or sit on one instead of their chair to give them extra input 11. Allow the child to have quiet fidget toys, chew toys/tubing, or squish/stress balls to squeeze while sitting and listening or during desk work 12. Encourage twirling, spinning, rolling and swinging during physical education or recess 13. Have child do "chair push ups" (raising their body off the chair with hands next to them on their seat) and/or tie Thera-Band around their chair and have them stretch it using their legs while doing desk work ?Behavioral Accommodations?1. Empower and encourage the child, avoid rescuing when the child is struggling (i.e., "hang in there", "you can do this", "you're ok" and "way to go") 2. Use positive praise and awards when the child tries his best, attempts something new, does something independently, initiates a project, asks for help, follows the rules, or accomplishes something even if the outcome is not exactly what it should be 3. Be specific with constructive criticism; make positive statements about what the child DID accomplish then make suggestions or ways to improve clear, concise and/or elicit suggestions from the child on what is missing or how to improve next time 4. Validate them, their efforts, choices and feelings no matter what! 5. Establish firm, clear rules with appropriate consequences if the child breaks them. Follow through! 6. Talk through a task/problem with the child if they are struggling 7. Be aware of the child's signs when they are starting to lose control. Be proactive in dealing with the issues BEFORE the child has a meltdown 8. Teach children about personal space and enforce staying within those boundaries and keeping their hands to themselves 9. Help the child generate ideas, problem solve, make choices or think creatively 10. Use alternative approaches (through the senses) to alert, calm, and stabilize the nervous system Many problem behaviors in the classroom may actually be due to sensory processing disorders. This perspective and awareness leads to a variety of interventions not normally addressed by strict behavioral guidelines or treatment. When a child hits another child because they were bumped into, it may be a fight or flight response to being touched; a case of tactile defensiveness, not a child who has never been taught not to hit or who has parents that don't discipline at home. New behaviors may come out in the school environment that parents have never seen in their child. It is so easy for us to blame and slap negative labels on children or their parents when a classroom is continually disrupted by a particular child who poses a significant behavioral challenge. Teachers are often the first to notice the signs of sensory processing disorders, sometimes before parents notice anything at home, by the problem behavior in the classroom. One reason for this is that the child may have fewer coping skills at school and much less control over his sensory environment than at home. It is a very different place and no one will anticipate his needs unless they get to know him. Step back and look at some of these children through a sensory lens. Our world is constantly bombarding us with sensory input; from sights, sounds, smell, taste, to movement, touch and input to our muscles and joints. If a child cannot effectively process this information we will see behaviors erupt as they attempt to cope and maintain control of their bodies and maintain an optimal arousal level to focus and learn for 6 hours every day in a world of unpredictability and potential sensory overload. Take notice of the particular problem behaviors you are seeing and become observant as to what incident or environmental stimuli was present at the time this child's "behavioral incident" occurred. Notice the child's reaction, notice what type of input they may be seeking or avoiding. If you suspect the problem behavior in the classroom may be stemming from a sensory processing disorder, talk to the Occupational Therapist at your school. They can observe and evaluate the child if necessary and give you specific tools and techniques to use with the child which will decrease some/most of these behaviors. If it IS a sensory processing disorder, it must be treated and accommodated for differently than a "typical" behavioral approach. With help, these children can learn... ? what their own bodies need ? learn to appropriately seek out or avoid certain sensory stimuli ? begin to feel more in control ? improve their self-esteem ? disrupt the class less ? be able to focus and learn better ? and begin to master their environment. All kids need this to develop properly! Source: ................
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