Stimulating Or Alerting Sensory Input

STIMULATING OR ALERTING SENSORY INPUT IS ARRHYTHMIC, UNPREDICTABLE

Vestibular (Movement) Auditory (Ears, Sound)

1. Any movement that is: 1. Loud noise A. fast 2. Loud music B. irregular 3. Fast beat C. spinning (rotary) for a short period of time

2. Vibration A. vibrator B. vibrating pillow C. raspberries

Tactile (Touch) Light/Vision (Eyes)

1. Light touch or stroking 1. Bright lights 2. Unpredictable touch 2. Flashing lights 3. Brief, light touch 3. Peripheral vision 4. Cold temperatures

Oral Motor (Mouth)

1. Sour taste 2. Chewy A. gum B. Starbursts 3. Combinations of: A. sour/salt B. sour/sweet

REMEMBER: Each child is unique. What is calming for one person may, in fact, be alerting for another. Always watch and observe a child’s response to any type of sensory input.

Compiled by Jeanne DuRivage, M.A., OTR/L

1 CALMING SENSORY INPUT IS RHYTHMIC AND REPETITIVE

Vestibular (Movement in the inner ear) Auditory (Ears, sound)

1. Linear vestibulation 1. Decrease noise A. gently back and forth in a swing 2. Soft music B. prone over a ball 3. Classical music C. rocking in a rocking chair 4. Quiet voice

Proprioceptive (Joint and muscle work) Tactile (Touch) “Heavy work” 1. Neutral warmth 1. Direct joint compressions A. warm bat 2. Pushing heavy objects B. wrap in blanket 3. Carrying heavy objects C. “womb space” 4. Yard work, moving furniture D. sleeping bags 5. Climbing 2. Deep Pressure Light/Vision (Eyes) A. massage 1. Decrease lighting B. firm touch 2. Flashlights in the dark C. sustained touch 3. Decrease visual stimili D. heavy pillows 4. Close visual attention or focus E. lots of blankets or heavy, thick blankets Oral Motor (Mouth)

1. Sucking A. candy B. through a straw C. smooth foods or thick liquids (yogurt, ice cream, puddings) 2. Blowing (blow toys, bubbles) 3. Biting (food, rubber toys or tubing) 4. Crunchy foods (pretzels, carrots, crackers)

REMEMBER: Each child is unique. What is calming for one person may, in fact, be alerting for another. Always watch and observe a child’s response to any type of sensory input.

Compiled by Jeanne DuRivage, M.A., OTR/L

2 QUESTIONS TO ASK WHEN OBSERVING BEHAVIORS TO DETERMINE SENSORY NEEDS

1. Identify the behavior in question. Describe it clearly. Example: head banging on pillow on back of the head while Iying on the floor. 2. Timing A. When does it occur? B. How often does it occur? C. How long does it last? D. Is there an identifiable pattern of occurrence? 3. Type of Input

A. What is the nature of the experience, that is, what type of sensory input is the experience providing? Example: tactile, vestibular, proprioceptive, auditory, a combination of senses?

B. This requires some "detective work" or task analysis. 4. What is the purpose of the behavior? Why do you think it's occurring?

A. Does it seem that the behavior is a result of being of over stimulated or is it to seek stimulation?

B. This requires analysis over time. You may want to "process" your ideas with other team members. 5. What effect is the experience having on the individual's arousal level? Is the behavior/experience calming or alerting for the individual?

6. What is the intensity level of the input? Moderate, Medium, or High.

7. Involve caregivers in this process. As a team you all have vital information to share with one another. 8. Don't forget to ask yourself how the child's behavior is making you feel. Your reaction is part of the experience.

Jeanne DuRivage, M.A., OTR/L

3 AN ACTIVITY CHECKLIST WHAT IS THE GOAL OF THE ACTIVITY FOR THE CHILD?

WHAT ARE THE SENSORI-MOTOR PROPERTIES OF THIS ACTIVITY? (Touch, movement, sound, visual, smell, taste)

HOW DO YOU THINK THE CHILD WILL RESPOND?

HOW WILL YOU MODIFY THE ACTIVITY BASED ON THE CHILD’S RESPONSE?

WHAT DO YOU THINK THE CHILD WILL LIKE ABOUT THE ACTIVITY AND WHY?

HOW DID THE CHILD RESPOND?

WHAT CHANGES NEED TO BE MADE FOR A MORE EFFICIENT ADAPTIVE RESPONSE?

ACTIVITIES NEED TO BE MEANINGFUL AND PURPOSEFUL TO THE CHILD.

Jeanne DuRivage, M.A., OTR/L