HSV 6350 Module 6 Sensory Processing Pa

HSV 6350 Summer ISensory ProcessingPart 2 : 

HSV 6350 Summer ISensory ProcessingPart 2 Ben Atchison, PhD, OTR, FAOTA Western Michigan University

Sensory Processing : 

Sensory Processing Part II: Assessment and Intervention

Slide 3: 

Assessment is an Ongoing Process

Caregiver Interview : 

Caregiver Interview The Sensory Profile

Observation : 

Observation S.T.E.P. –S. I.

Slide 6: 

Sensory --------------Which ones Challenge and Which ones Support Task ------------------------Quality of sensory stimulus Environment ------------Context Predictability---------Routine? New? ..Transitions? Self-Monitoring------External to Internal Interactions--------------Cool….not Cool S.T.E.P. S. I. APPROACH KID Foundation, 2004

Standardized Assessment : 

Standardized Assessment Sensory Integration and Praxis Tests (SIPT) Others

Strategies for Intervention : 

Strategies for Intervention Art and Science Child Centered Context Dependent

Context Dependent : 

Context Dependent

Sensory Modulation Strategies : 

Sensory Modulation Strategies Consider: Need for Alerting or Calming?

Vestibular : 

Vestibular Alerting Changes in speed and direction Change of head position Swinging (tire swing with lots of directional changes) Sliding Somersaults Dragging on a blanket Bouncing on adult’s knee/ therapy ball Movement activity prior or during a thinking task Movement breaks in class (accompany on errands to office, library, etc.) Calming Linear, predictable, repetitive Head moving in straight line I.e.. Rocking chair, bouncing up and down, gentle linear swinging Allow child to direct Incorporate with “organizing inputs” (proprioceptive input, deep pressure, etc.) ex: Swing and crash! Child swings with feet held firmly with pulling/ pushing, etc.

Tactile : 

Tactile Alerting Light touch Hot or cold food (strong temperature) Playing in textures (rice, sand, beans, finger painting, playdoh) Go barefoot, use textured towels/ blankets/ objects Chose crafts with touch feedback (gluing, clay molding, etc) Calming Firm pressure on skin, longer duration Hold hand firmly Avoid unnecessary touch and forewarn of necessary touch Weighted vests, blankets, etc. Oral tactile defensiveness strategies .

Visual : 

Visual Alerting High intensity, contrast, or change of stimuli Bright lights, contrasting colors Cover blocks in foil, roll a clear ball with moving objects inside, highlight words, label drawers with bright colors Calming Low lights, uncluttered environments Decreased competing stimuli when attending to a task Set up visual blinds with sheets over cluttered areas Allow visual breaks in a dark room Blanket to pull over head in overstimulating environments

Auditory : 

Auditory Alerting Strong intensity or changing sounds Music with unpredictable rhythm I.e.. Ring bell at stimuli you want child to attend to Calming Repetitive, constant, quiet, rhythmic music Quiet spaces for child to retreat to when over stimulated Carry headphones with calm, rhythmic music Warn of loud noises, use earplugs In class, seat away from loud speakers and traffic

Taste/ Smell : 

Taste/ Smell Alerting Strong intensity i.e. Spicy, sour, such as warheads, sour patch kids, BBQ sauce, sour straws) Calming Mild intensity, nondistinct or familiar qualities, gradually progress tastes to expand diet i.e. Use unscented cleaning products/ soaps, start with bland foods (cream of wheat, mashed potatoes) pickles

Slide 17: 

Which One do YOU Want?

Sensory Motor Strategies : 

Sensory Motor Strategies Postural Integration Praxis (Motor Planning) ORGANIZATION

Slide 44: 

Parachute Activities

Slide 45: 

Twister

Slide 66: 

Alternative Postural Supports

Sensory Discrimination : 

Sensory Discrimination Progresses to Higher level, Cognitive Oriented Tasks

Slide 72: 

b is a b and not a d

Sensory Processing : 

Sensory Processing Sensory Modulation Sensory Motor Postural Integration and Praxis Sensory Discrimination

Slide 74: 

Sensory Processing…Always Full of Surprises!