Sensory Processing: Identifying Patterns and Support Strategies by Winnie Dun Chapter 6.
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Transcript of Sensory Processing: Identifying Patterns and Support Strategies by Winnie Dun Chapter 6.
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Sensory Processing: Identifying Patterns and Support Strategies
by Winnie Dun
Chapter 6
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Sensory Processing
A person’s way of noticing and responding to sensory events that occur during everyday life
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Sensory Processing Patterns
Certain common patterns of sensory processing affect how people respond in situations
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Sensory Processing and ASDs People with ASDs have more intense
reactions to sensory input than their typically developing peers
Children with Asperger Syndrome appear to be significantly more sensitive to certain types of sensory input than either typically developing children or children with “classical” autism
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The 7 Senses
Sight (visual system) Hearing (auditory system) Smell (olfactory system) Taste (gustatory system) Touch (somatosensory system) Body position (proprioceptive system) Movement (vestibular system)
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History of Sensory Processing Concepts “Sensory integration theory” was originally
proposed by A. Jean Ayres in the 1970s to explain how the interaction between the brain and the sensory systems could explain learning difficulties
Research has since expanded to look at how sensory processing difficulties apply to individuals with a variety of challenges
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How Sensory Processing Affects Children w/ ASDs
Poor modulation of sensory inputIf sensitive to too many sensory
inputs, can’t tell where to look/what to listen to
If over-fixate on one sensory input, won’t notice others
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How Sensory Processing Affects Children w/ ASDs Atypical thresholds (the point at which
the system responds to sensory input)If thresholds are too low, child will
respond too frequently and be distracted from everyday tasks
If thresholds are too high, child will miss important cues about what’s going on around him
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The Jobs of the Sensory Systems
1. Generate awareness in the brain (arousal/alerting)
2. Gather information for the brain to make maps of self and environment (discrimination and mapping)
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When the Sensory Systems Aren’t Doing Their Jobs
In children with ASDs, arousal input frequently overpowers discriminating inputChildren then respond with unusual
behaviors as they try to manage the distorted information
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Dunn’s Model of Sensory Processing
Looks at interaction of:Sensory thresholds andSelf-regulation strategies
• Active Strategies: Children work to control their sensory input
• Passive Strategies: Children let sensory input occur and then respond to it
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Dunn’s 4 Patterns
High Thresholds
Low Thresholds
Passive Strategy
Active Strategy
SensorySeeking
SensorySensitivity
SensoryAvoiding
LowRegistration
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Seeking
High thresholds + active regulation Seekers add movement, touch,
sounds, and visual stimuli to every life event to increase sensory input
May lack caution in play, display excitability, and engage in impulsive behavior
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Low Registration
High thresholds + passive self-regulation
Don’t notice what is going on around them, because brain isn’t activating enough
May be withdrawn or difficult to engage
Need extra sensory input to be able to participate in school activities
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Sensitivity
Low thresholds + passive self-regulation Tend to be more hyperactive,
distracted, and easily upset Have difficulty completing tasks as new
stimuli keep capturing their attention Frequent disruptions in routine make it
difficult to learn
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Avoiding
Low thresholds + active self-regulation
Children actively work to reduce input in order to avoid discomfort
Resistant and unwilling to participate in activities, especially new ones
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Sensory Patterns & ASDs
Children with ASDs are more likely to:Be sensitive to touchBe sensitive to soundsHave significantly different scores
from their peers on low registration and avoiding
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Low Registration & Avoiding
Children with ASDs may seem oblivious to their environment (low registration) up until a certain point …
Then, when they notice the sensory stimulus, they overreact, becoming threatened, withdrawing, or tantruming (avoiding)
This makes is difficult to develop adaptive responses
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The Role of Rituals
Rituals provide comfort because they stimulate a familiar sensory input pattern
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Assessing Sensory Processing Differences
Occupational therapists use observations, interviews, and assessments to determine how the student’s sensory processing patterns are affecting his participation/learning
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Assessments
Several validated and standardized instruments (all by Dunn):Sensory Profile for Children Infant/Toddler Sensory Profile Adolescent/Adult Sensory ProfileSensory Profile School Companion
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Designing Interventions
When using a “sensory processing” framework for intervention, the goal is to improve participation (not “cure” the sensory processing pattern)
Take advantage of naturally occurring situations during the day
Incorporate strategies that use the student’s strengths
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Students with a Seeking Pattern Need More Sensory Input Built into Their Day
Chewy or crunchy snacks
Change in positions while working
Textured blankets, mats, materials
Bright colors and contrasts
Heavy tasks like moving furniture or erasing boards
Breaks that include hopping, running, crawling, etc.
Singing/humming Scented lotions and lip
balms Finger paint with added
texture Longer routes to
library, lunch room
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A Note on Sensory Seeking Behavior
Children with true seeking behavior crave sensory experiences
When a child engages in a repeated behavior that seems to be more “driven” than enjoyable, it may actually be an avoiding behavior Repeating the familiar behavior keeps
out new sensations
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Students with an Avoiding Pattern Need an Environment with Less Sensory Input
Keep away from fans or vents
Keep out of crowded spaces
Use unscented materials, no air fresheners
Build short periods of “alone-time” into the day (but limit large blocks of unstructured time)
Serve food at room temperature
Remove other materials from the work surface
Use heavy blankets for safe spots
Dress in form-fitted clothing
Use visual cues, rather than touching to gain attention
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Helping the Student with an Avoiding Patterns Be careful not to push student into
overwhelming sensory situations The result will be a “fight or flight” response Learning is not possible when the brain is in
protective mode Some rituals are harmless; leave those alone If a ritual needs to be expanded, do so
gradually, with a blend of familiar and new stimuli
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Students with Low Registration Need More Intense Sensory Experiences
Talk with varying voice intonation
Use textured paper for writing
Provide “fidgets” that student can manipulate while working
Use bright colors, varied textures
Provide a rocking chair in the room
Create opportunities for working on different surfaces
Allow a walkman w/ lively background music during seatwork
Allow student to stand up to eat or do seat work
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Helping the Student with Low Registration
Provide enough continuous, intense sensory input so he can persist in his work
Find ways to intensify the sensory input available in activities and environmentsIncrease the contrast and reduce the
predictability of eventsAdd sensory input to every task
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Students with Sensory Sensitivity Need More Structured Patterns of Sensory Experiences
Stick w/ favorite food flavors, textures
Use unscented markers, materials
Use table lamps instead of overhead fluorescent bulbs
Use firm pressure on skin to calm
Provide ear plugs, ear muffs, or earphones during work time
Provide a buffer space for student to play without getting bumped
Identify preferred surface textures and make them available
Provide written or taped instruction
Provide a space with heavy blankets and beanbag chairs
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Helping the Student with Sensory Sensitivities
Light touch is often upsetting to students w/ sensory sensitivities
Firm pressure, on the other hand, may provide organizing information without increasing arousal and distractibilityThat’s why wearing form-fitting
clothing or getting under a beanbag chair may be calming
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Best Serving Students with ASDs Interdisciplinary teams need to
integrate sensory processing and educational strategies, for example:PrimingVisual supportsHome baseWorking independentlySocial Stories™
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Conclusion
Sensory processing difficulties can lead to challenging behaviors, including work avoidance, class disruption, aggression, and explosive outbursts
Learning about a student’s sensory processing pattern allows you to plan strategies that will help him participate more fully in school