Individualization. Understanding the sensory needs of young children. By: Tracy Becerra, OTR/L, MPH, PhDc

Transcription

1 Individualization Understanding the sensory needs of young children By: Tracy Becerra, OTR/L, MPH, PhDc

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3 Individualizing Performance Standards require that learning experiences in Head Start be individualized. For who? For all children. Children who are advanced in development Challenging behaviors Children with disabilities Children with different learning styles

4 Children learn through senses 1) Tasting 2) Smelling 3) Seeing 4) Touching 5) Hearing 2 other senses! 6) Vestibular 7) Proprioceptive

5 Vestibular sense The ability to perceive movement due to the inner ear being activated and the position of the head being changed

6 Vestibular sense

7 Proprioceptive sense Information from inside our body from muscles, ligaments, and joints sends information to our brains. Our brains then process this information and provides us with a sense of body movement.

8 Propriocep)ve/Movement sense

9 Sensory Processing the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses. e.g. Whether you are biting into a hamburger, riding a bicycle, or reading a book Sensory processing, aka Sensory Integration Ayres, A.J. (1980). Sensory integration and the child. Los Angeles: Western Psychological Services.

10 Sensory Integration Children play to experience sensation, and when they experience sensations they learn to play In EHS and HS, we are in the business of supporting new skills and behaviors to get ready for school. Ayres, A.J. (1980). Sensory integration and the child. Los Angeles: Western Psychological Services.

11 Sensory Rich Experiences Why? MOTIVATE children to explore and engage PROMOTE the ability to try new experiences and meet new challenges. ENHANCE attention.

12 Tactile Experiences Helps promote...

13 Fine Motor Skills

14 Vestibular Experiences Helps promote...

15 Posture & Gross Motor Skills

16 Calming Experiences Sense Properties 1. TASTING Warm, bland, soft texture 2. SMELLING Low odor 3. SEEING Dark, softer colors, not too many colors 4. TOUCHING Soft 5. HEARING Rhythmical, low pitch

17 Calming Experiences Sense Properties 6. VESTIBULAR Rhythmic swaying/ swinging, rocking back and forth 7. PROPRIOCEPTION heavy work e.g. creeping/ crawling, jumping, pulling/pushing,

18 Alerting Experiences Sense Properties 1. TASTING Sour, sweet, spicy, salty, crispy, cold 2. SMELLING Strong odor, artificial smells 3. SEEING Bright lights, bold colors, many colors 4. TOUCHING Rough, sticky, slimy 5. HEARING Loud, High pitch

19 Alerting Experiences Sense Properties 6. VESTIBULAR Up/Down Circular/Spinning 7. PROPRIOCEPTION none

20 Sensory Integration Sensory Integration honors unique differences We all process sensory information differently, therefore we behave and perform differently in our everyday lives A clue into intrinsic motivation to learn

21 How is YOUR Sensory Processing? Instructions: 1) Answer 60 questions about yourself When presented with the opportunity, do you: 1 = Almost Never (AN): 10% or less of the time 2 = Seldom (S): about 25% of the time 3 = Occasionally (O): about 50% of the time 4 = Frequently (F): about 75% of the time 5 = Almost Always (AA): 90% or more of the time Dunn, W., & Brown, C. E. (2002). Adolescent-adult sensory profile: user's manual. Psychological corporation.

22 Instructions, cont: How is YOUR Sensory Processing? 2) Transfer your answers (raw score: 1-5) to the Quadrant Grid. CAUTION: it skips around! 3) Add up your raw scores for each quadrant = Quadrant Raw Score Total. Dunn, W., & Brown, C. E. (2002). Adolescent-adult sensory profile: user's manual. Psychological corporation.

23 How did you score? Quadrant 1. Low Registration 2. Sensation Seeking 3. Sensory Sensitivity 4. Sensation Avoiding Raw Score Total Much Less Than Most People Less Than Most People Similar to Most People More Than Most People Much More Than Most People

24 What does it mean? Low Registration Sensation Seeking Sensory Sensitivity Sensation Avoiding Missing or slowed response to stimuli I don t get jokes as quickly as others enjoyment, creativity, and the pursuit of sensory stimuli I add spice to my food noticing others behaviors, distractibility, and discomfort with sensory stimuli I m afraid of heights deliberate acts to reduce or prevent exposure to sensory stimuli, and efforts to make exposure more predictable I only eat familiar foods Dunn, W., & Brown, C. E. (2002). Adolescent-adult sensory profile: user's manual. Psychological corporation.

25 How this relates to neurology and behavior Neurologic Threshold HIGH (it takes MORE for you to sense) Behavioral Response/Self-Regulation Passive Active Low Registration con)nuum Sensation Seeking LOW (it takes LESS for you to sense) Sensory Sensitivity Sensation Avoiding

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27 Individualizing 1) Offer Sensory Rich experiences 2) Honor unique differences i.e. create a successful experience 3) Adapt and gently challenge i.e. offer the just right challenge

28 1) Offer Sensory Rich Experiences Sensory Schedule: Begin: Motion break (Vestibular) Tactile Play Middle: Heavy work (Proprioceptive) End: Retreat (Calming Experiences)

29 Low Registration: Honor unique differences Accommodate by: Increasing stimuli (visual, auditory, tactile vestibular) in the environment. Decrease the predictability of routine Dunn, W. (2002). Infant/toddler sensory profile: user's manual. Psychological Corporation.

30 Sensation Seeking: Honor unique differences Accommodate by: Incorporate needed sensory input into daily routines Observe the sensations they are craving (i.e sound, visual, touch, vestibular movement) Dunn, W. (2002). Infant/toddler sensory profile: user's manual. Psychological Corporation.

31 Sensory Sensitivity: Honor unique differences Does not need any more arousal and alerting activities Tactile: Firm touch, not light touch Vestibular: linear movement (swings, not slides or merry-go-rounds) Predictable visual and auditory cues Dunn, W. (2002). Infant/toddler sensory profile: user's manual. Psychological Corporation.

32 Sensation Avoiding: Honor unique differences Honor their need to reduce sensory input Avoid power struggles Carefully construct activities to gently and gradually add something new to an already established routine Dunn, W. (2002). Infant/toddler sensory profile: user's manual. Psychological Corporation.

33 Sensory Experiences in the Home, Community, and Center Tactile: Messy play, playing with soap during bath, bubbles, finger paint, playing in the sand-pit, playdoh! Proprioception: Every activity that requires movement has a proprioceptive quality. If the child has trouble with using the appropriate speed or the appropriate force, then add other cues like verbal, touch, or vestibular cues. Vestibular: Swinging, riding a scooter/bike/wagon, twirling, bouncing on ball, crashing

34 Sensory Experiences in the Center

35 Acknowledgements Pediatric Therapy Network, Early Head Start Jean Ayres Winnie Dunn

36 Thank You