Sensory Integration
Sensory processing or sensory integration is ones's ability to organize and process sensory input then respond to it appropriately in a particular situation. Sensory input can be characterized by integrating information we receive through all of our senses, movement and gravity. These include the tactile system (touch), the vestibular system (sense of movement and gravity), taste, vision and auditory (hearing).
Praxis allows us to organize, plan and execute skills of all kinds in a refined and efficient manner. There are many components of praxis which include imitation, ideation, construction, feed forward and feeback work, grading, timing and sequence and planning. Perhaps one of the best examples of illustrating the roles of the different aspects of praxis is the experience of driving a car. Initially we have to think about the placement of our hands, legs, feet (imitation, motor planning, feedback and feedforward). We had to think aobut how much pressure to apply and how far to turn the wheel to head in the desired direction. We were probably unable to do anything in a smooth and efficient manner (feedback, feedforward, grading, timing, sequence, and motor planning). Most of us had to talk our way through each step, using our language skills to help us figure out how to do each step (sequencing and motor planning). Eventually, the skill became automatic and we no longer had to think about how to drive a car each time we got in. Our legs and arms make the proper responses smoothly and efficiently without our conscious thought. Many children with sensory processing problems have difficulty with one or more components of praxis. Thus creating difficulty creating, organizing or learning new moevement patterns.
Children with sensory processing problems often have varying degrees of alertness as well. Our state of arousal probably changes several times during the day, we automatically do things to help wake us up if needed. A normal state of arousal develops a a result of the ability to regulate or modulate sensory input. This is an area children with sensory needs have a difficult time doing. It is common to hear teachers complain that certain students have no impulse control. Frequently those students are the ones that are usually not in an optimal state of arousal. The unconscious impulses tell them they are not safe and not under control as their brain is not receiving or interpreting information correctly. In addition, children in a high or low state of arousal may not be able to use their language skills to help them control their impulses. Movement is key to help children maintain optimal states of arousal and is easy to build into routines. All of these can help increase a child's focus and attention to tasks as well.
Alerting movement activities may include:
-bouncing, jumping, or moving your entire body
-chewing or crunching
-running in place, marching
-aerobic activity of any kind
-trampoline
-jumping rope, stretching
-jumping jacks
-dancing, twirling around
-tumbling
-rolling, spinning
Calming movement activities may include:
-swinging linear, moving back and forth
-rocking in a rocking chair
-rythmical activities, riding a bike
-rolling or bouncing on a ball quietly and rythmically
Other adaptations or activities for children with sensory processing issues include:
-Allow children to get up and move around the room, go to bathroom, get a drink when they are sitting for long periods of time. They can also run errands to office, carry books to library, push furniture to an area etc.
-Do some wake up activities with the classa as a whole before instruction
-Include movement instruction as much as possible such as beanbag tosses, relays, treasure hunts, obstacle courses etc.
-Sometimes allowing a student to work better if they are allowed to stand versus sitting, or lay prone on elbows. Sitting on a ball or T-stool may also help.
Sensory Processing: Links
Overview of SPD
http://www.sinetwork.org/about-sensory-processing-disorder.html
Downloadable fact sheet for teachers/parents
http://www.thespiralfoundation.org/pdfs/Fact%20Sheet%20for%20Educators.pdf
Online SPD Checklist for Parents
http://www.sensory-processing-disorder.com/sensory-processing-disorder-checklist.html
Great, Simple Video Explaining SPD
http://www.youtube.com/watch?v=6O6Cm0WxEZA
Sensory Smarts: This website provides some good general
information about sensory processing disorder as well as suggestions for how to
incorporate sensory strategies into your child’s environment. http://sensorysmarts.com/index.html
Sensory Processing Disorder: an informative site with helpful information
about getting a sensory diagnosis as well as providing an introduction to
sensory terminology http://www.sensory-processing-disorder.com/sensory-integration-activities.html
Sensory Smarts: This website provides some good general
information about sensory processing disorder as well as suggestions for how to
incorporate sensory strategies into your child’s environment. http://sensorysmarts.com/index.html
Sensory Processing Disorder: an informative site with helpful information
about getting a sensory diagnosis as well as providing an introduction to
sensory terminology http://www.sensory-processing-disorder.com/sensory-integration-activities.html
Praxis allows us to organize, plan and execute skills of all kinds in a refined and efficient manner. There are many components of praxis which include imitation, ideation, construction, feed forward and feeback work, grading, timing and sequence and planning. Perhaps one of the best examples of illustrating the roles of the different aspects of praxis is the experience of driving a car. Initially we have to think about the placement of our hands, legs, feet (imitation, motor planning, feedback and feedforward). We had to think aobut how much pressure to apply and how far to turn the wheel to head in the desired direction. We were probably unable to do anything in a smooth and efficient manner (feedback, feedforward, grading, timing, sequence, and motor planning). Most of us had to talk our way through each step, using our language skills to help us figure out how to do each step (sequencing and motor planning). Eventually, the skill became automatic and we no longer had to think about how to drive a car each time we got in. Our legs and arms make the proper responses smoothly and efficiently without our conscious thought. Many children with sensory processing problems have difficulty with one or more components of praxis. Thus creating difficulty creating, organizing or learning new moevement patterns.
Children with sensory processing problems often have varying degrees of alertness as well. Our state of arousal probably changes several times during the day, we automatically do things to help wake us up if needed. A normal state of arousal develops a a result of the ability to regulate or modulate sensory input. This is an area children with sensory needs have a difficult time doing. It is common to hear teachers complain that certain students have no impulse control. Frequently those students are the ones that are usually not in an optimal state of arousal. The unconscious impulses tell them they are not safe and not under control as their brain is not receiving or interpreting information correctly. In addition, children in a high or low state of arousal may not be able to use their language skills to help them control their impulses. Movement is key to help children maintain optimal states of arousal and is easy to build into routines. All of these can help increase a child's focus and attention to tasks as well.
Alerting movement activities may include:
-bouncing, jumping, or moving your entire body
-chewing or crunching
-running in place, marching
-aerobic activity of any kind
-trampoline
-jumping rope, stretching
-jumping jacks
-dancing, twirling around
-tumbling
-rolling, spinning
Calming movement activities may include:
-swinging linear, moving back and forth
-rocking in a rocking chair
-rythmical activities, riding a bike
-rolling or bouncing on a ball quietly and rythmically
Other adaptations or activities for children with sensory processing issues include:
-Allow children to get up and move around the room, go to bathroom, get a drink when they are sitting for long periods of time. They can also run errands to office, carry books to library, push furniture to an area etc.
-Do some wake up activities with the classa as a whole before instruction
-Include movement instruction as much as possible such as beanbag tosses, relays, treasure hunts, obstacle courses etc.
-Sometimes allowing a student to work better if they are allowed to stand versus sitting, or lay prone on elbows. Sitting on a ball or T-stool may also help.
Sensory Processing: Links
Overview of SPD
http://www.sinetwork.org/about-sensory-processing-disorder.html
Downloadable fact sheet for teachers/parents
http://www.thespiralfoundation.org/pdfs/Fact%20Sheet%20for%20Educators.pdf
Online SPD Checklist for Parents
http://www.sensory-processing-disorder.com/sensory-processing-disorder-checklist.html
Great, Simple Video Explaining SPD
http://www.youtube.com/watch?v=6O6Cm0WxEZA
Sensory Smarts: This website provides some good general
information about sensory processing disorder as well as suggestions for how to
incorporate sensory strategies into your child’s environment. http://sensorysmarts.com/index.html
Sensory Processing Disorder: an informative site with helpful information
about getting a sensory diagnosis as well as providing an introduction to
sensory terminology http://www.sensory-processing-disorder.com/sensory-integration-activities.html
Sensory Smarts: This website provides some good general
information about sensory processing disorder as well as suggestions for how to
incorporate sensory strategies into your child’s environment. http://sensorysmarts.com/index.html
Sensory Processing Disorder: an informative site with helpful information
about getting a sensory diagnosis as well as providing an introduction to
sensory terminology http://www.sensory-processing-disorder.com/sensory-integration-activities.html
sample_sensory_diet.pdf | |
File Size: | 84 kb |
File Type: |
heavy_jobs.pdf | |
File Size: | 273 kb |
File Type: |
cant_sit_still.pdf | |
File Size: | 183 kb |
File Type: |
general_classroom_strategies_and_sensory_processing_resources.pdf | |
File Size: | 131 kb |
File Type: |