Megan Ackerman ED 535

June 2013Meg Ackerman

(Interacting with Autism Project)

Obtain basic knowledge of sensory integration and

the sense systems

Obtain awareness and the use of different

strategies

to address sensory needs

Gain skills and competence in meeting these needs

for students

The ability in which we are able to take in information through our sense systems

and effectively utilize the information to

respond to the environmental

demands.

DO YOU KNOW ME?

Jean Ayres developed her work on

sensory integration in the 1960’s

and 70’s and was an Occupational

Therapist for many years.

Because of her explanation of

sensory integration theory people

began to understand Sensory

Integration as a neurological

process that helps to organize

sensory information that the body

takes in from all the seven senses.

1.___________________________

2.___________________________

3.___________________________

4.___________________________

5.___________________________

6.___________________________

7.___________________________

We have 5 familiar senses that respond to sensory input from outside of our body.

Auditory (sound)Auditory (sound) -Information through the ears Gustatory (taste)Gustatory (taste) -Information through the mouth Olfactory (smell)Olfactory (smell) -Information through the nose Visual-(seeing)Visual-(seeing) -Information through the eyes Tactile (touch)Tactile (touch) -Information through the hands &

skin

Play-Doh

Straw

Rubberband

Fabric

Rough Sponge

Smarties

Lolipop

Gum

Mints

Pipe Cleaner

Balloon Filled with Rice

Pipe Cleaner

Water

We have 2 hidden senses that respond We have 2 hidden senses that respond to sensory input to sensory input insideinside our body. our body.

VestibularVestibular – Information about movement – Information about movement and sense of balance through the inner earand sense of balance through the inner ear

ProprioceptiveProprioceptive - Information about space - Information about space and proximity from muscles, ligaments, and and proximity from muscles, ligaments, and joints joints

Sense of Touch

Provides information about texture, size and shape of an object

Strategies: Velcro Strips on side of desk Squishy Balls Stress Balls Bean Bags Shaving Cream

Sight

Deciphers what we see Strategies:

Sunglasses Remove from flickering

lights Bright Colors Lights Organization

Sound

Quality, direction and perception of sound

Strategies: Headphones PVC Pipes Ear Plugs Tennis Balls on Chairs Tone of Voice Minimize Sound

Sense of Taste

Strategies:Mouth ToolsChew Bracelets Straws

Sense of Smell

Strategies:Beware of

Scented Perfumes and Colognes

Odors Awareness

Awareness of the body’s position and movement

Strategies:Velcro Strips on

side of desk Squishy BallsStress BallsBean BagsShaving Cream

Ensures body positioning and equilibrium.

Strategies:TrampolineExercise BallsSwings Teeter Totters

•Professionals and parents have frequently observed that individuals with ASD process sensory information in atypical ways

•Increased Prevalence

•Sensory processing disorders in children with ASD

•Impact on Daily Living and School Environments

• Case-Smith and Bryan (1999)

Play and social interaction behaviors of preschool aged children with Autism

Children with ASD can commonly have behavior change while participating in intervention using a sensory integration approach

•Wiggins, Robins, Bakeman, and Adamson (2009)

More atypical responses (tactile sensitivity, auditory filtering, and taste and smell sensitivity)

• Tomchek and Dunn (2007)

Found that children with ASD have different domains of sensory processing (tactile, auditory, oral-sensory, sensory seeking)

Behaviors are significantly different compared to typically developing children

95% of the sample of children with ASD demonstrated some degree of sensory processing dysfunction

To establish and validate the importance specific sensory integration interventions in relation to sensory processing for children with ASD

Sample Sizes Demographics Population Timelines Experimental Design

YES….because learning requires

The child’s behavior and alertness to be in an optimal state to maintain attention to tasks.

The child’s motor skills to be in an optimal state to perform and learn new tasks successfully.

YES… When sensory input is confusing or

upsetting, the child may actively avoid the situation, become upset or have an emotional outburst .

When the child does not register enough stimulation he may seek it out by constantly moving, chewing, humming, or flapping or he may seem tired, uninterested and passive.

A personalized schedule of sensory activities that gives a child the sensory fuel their body needs to get into an organized state and stay there.

Provides the sensory input necessary at regular intervals throughout the day to maintain appropriate arousal and sustain attention for each desired activity.

Often we get caught up trying to manage behavior without understanding it. When observing a child’s behavior we should pay particular attention to the four A’s. Arousal Attention Affect Action

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Today’s assignment -Can you focus on this?

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You have 5 minutes Ready….GO!

Malfunction in sensory system

Children with ASD have atypical sensory systems

Self-regulation and The Four A’s Arousal/alertness Attention Activity Affect

behavior response