Sensory Stimulation Kit - Sites



Sensory Stimulation Kit ( Fall 2015

By: Kayleigh Wilkes

1. Theme:

a. Going to a Wedding

2. Supplies:

a. Kit Contents:

1. Visual/Tactile: Bridal silhouette’s- “wedding favors”

2. Gustatory/ Tactile/ Visual: mints as a part of wedding favors

3. Tactile/ Visual: White netting/ ribbon- “Pew decoration”

4. Auditory:

“Here Comes the Bride”

5. Gustatory/ Olfactory: Sparkling White Grape Juice (“Champagne”)

6. Olfactory/tactile: Flower

7. Auditory: CD of love songs

8. Tactile/ Visual: Rice for throwing of good luck after ceremony

9. Tactile/ Visual: Invitation to Wedding

10. Visual/Tactile: A veil( tiara with white tulle

11. Visual/Tactile: Champagne glasses

12. Auditory: clinking of the champagne glasses

13. Gustatory: Cupcake

14. Visual: Bridal Picture

15. Visual/Tactile: Wedding gift

16. Visual/Tactile: Bow tie

17. Auditory: “Electric Slide”

b. Optional item: Wedding program, and other stationary products related to a wedding. A camera to take pictures, a wedding album, pearl necklace, something blue, rings, a bouquet of silk or plastic flowers. You can show video clips of famous wedding such as the Royal Family in England, famous movie stars from an appropriate era. You can set the scene with candles. If you use this kit in the future (and I hope that you do!) consider adding traditional items for non-Christian weddings such as a recording of Nagila Hava! (bride and groom are lifted up in the air on chairs). Include a dollar bill and ask who typically pays for a wedding, or if people give money as a present instead of buying something.

c. Additional Equipment/ Supplies Required: Computer, CD player to play music, a broom to clean up rice, newspaper to wrap the champagne glasses safely. Napkins for cupcakes.

3. Activities

a. Visual:

i. Show the wedding invitation and ask the client if they’ve ever received an invite to a wedding and have gone, or if they know what they’re wedding invite looked like (if applicable). Discuss the color, date, time, names for orientation purposes. Ask the client if they have a good memory of going to a wedding or if they had their own wedding see if they have a good memory from that day. (or if they were in a wedding, and if so, whose?) Show the veil to client and see if they had one-let them try it on if they would like to (or if a male if they have/had a wife that wore one if married). This is a good talking piece. RT can talk about length and material it takes to make a veil (could craft your own for a later activity). Show client the netting/ribbon that is created into a bow as a pew décor. Discuss other ways people may decorate the pews or if they don’t have a wedding in a church how else could chairs be decorated (give different themes like Halloween wedding, beach wedding, winter wedding). Have client throw the rice like they would at a real wedding to wish the bride and groom good luck, fortune and happiness. (Throwing a fake bouquet behind them would be a good visual also) Open floor for explaining (and encouraging conversation about) the tradition and talk about other wedding traditions (traditional vows, groom not seeing the bride beforehand in her dress). Ask participants if they remember what the priest, rabbi, minister or officiant says during a wedding (i.e. “for richer, for poorer, in sickness and in health”) Show client the picture of the bride and groom and reminisce or talk about wedding’s the client may have been to. Show client the champagne glass and how shiny it is. Talk about how some people customize their champagne glasses and decorate them or engrave them as a keepsake so they hold sentimental value. Open discussion about things that the client may have a keepsake. Give client the gift to look at the pretty wrapping paper and bow. (Ask about any wedding present that they may have received) Also, show the client the bow tie that the groom would wear on the special day!

ii. For varying cognitive abilities RT can show client the lights at a wedding (maybe a disco ball with lots of different colors). Bring in a lot of the paper products that are involved in a wedding (seating cards, menus, programs, invites, save-the-dates, etc) and compare and contrast them.

b. Auditory:

i. Play “Here Comes the Bride” for client. (I would also suggest that you play: Play different songs from the CD for examples of different first dance songs for the bride and groom (if applicable ask what their first dance song was). Show them how people get the bride and groom to kiss at weddings by tapping a spoon/fork GENTLY on the champagne glass to make a “tink, tink, tink” noise, signaling for the bride and groom to kiss. Also, show them how to toast at a wedding using the champagne glasses. Play the electric slide to act like client is actually at a wedding, teach the electric slide and possibly even do it.

ii. To make it more interesting for varying cognitive abilities encourage client to hum along to “Here Comes the Bride”. Pretend to be a DJ and play line dances that could be played at weddings (Cupid Shuffle, Electric Slide). – Taking in to consideration the age of your participants, you would need to research what was popular when they were in their 20’s. (The Jive, The Twist, Swing.. )

iii.

c. Tactile:

i. Give the client the invitation to hold and describe. Ask the client if they remember if they ever made an invitation of their own. Have client explain what an RSVP card is that goes with the invitation. Let them feel the fabric that the veil and pew décor is made out of for all the different textures (ribbon, netting, tulle). Roll the rice and the mints in your hand and feel the shape, even though they are small. Feel the paper of the wedding favor see if it’s comparable to the invitation. Have client delicately feel the smoothness of the glass of the champagne glasses and see if they have favorite glassware/china that they used to use. If you have examples of rings, you can have clients try on the rings, ask which finger most wear a wedding band on, and ask what a diamond represents for many couples.

ii. For a more cognitive experience, give the participant additional time to feel the invitation, veil and pew décor, and rice. Let them feel the shape of the champagne glasses, mints, and rice. Show client and let them handle the wedding gift paper and the bow tie the groom would wear. How do they feel in contrast with each other?

d. Smell:

i. Ask for smells associated with a wedding in general. Have client smell flower (rose). If you have a silk flower as you do in your kit, find a spray that smells like that flower i.e. rose, lavender, lily of the valley, etc.. Have client pour a glass of “champagne” in the champagne glass so client is able smell it and work on a gross motor skill. Smell the mints from the favors.

ii. Increase number of olfactory items to satisfy other clients with increased cognitive ability – such as perfume the bride may wear, or cologne, more flowers- bouquet presentation. (The more olfactory items you can include- no matter what the level of cognitive functioning-the better.

e. Taste:

i. If and only if it is not in a dietary restriction, offer them to try the sparkling white grape juice. Did they have a favorite drink- maybe champagne or another juice. Ask client to describe taste. Is it salty, buttery, sweet, smooth, crunchy, cold, hot, fizzy, etc? Have them taste the mints and describe how it makes their mouth, throat and nose feel.

ii. To vary cognitive ability, have client reminisce about where they first had their favorite drink or favorite memory of food at a wedding? Bring in a cupcake so client can have one (*Diet permitting).

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