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  • Nsdec Cahill Tammseitz Sensory 2010

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    Anup Pednekar
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    SI

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    9 Ansichten35 Seiten

    Nsdec Cahill Tammseitz Sensory 2010

    Hochgeladen von

    Anup Pednekar
    SI

    Copyright:

    © All Rights Reserved
    Als PDF herunterladen oder online auf Scribd lesen
    Markieren Sie unangemessene Inhalte
    von 35
    Advancing Sensory Strategies in School Based Programs a8 M,C, MAE, OTR. Cie Aart reer and Cant ‘on Tanna OTM 2S + Why is he doing that? + What is sensory processing? + How do | help a student with issues related to sensory processing? What can | expect from my OT? —How can | support the OT? Objectives + Become familiar with different sensory profiles + Identify groups of children who typically demonstrate sensory differences + Describe informal and formal methods for assessing the presence of sensory processing issues + Identity strategies to include in a Sensory Diet Background What is Sensory Processing? * Sensory processing is the dynamic neurological process that we use to ‘organize sensations so we can complete tasks and participate meaningfully in life. = Intake of sensations Making meaning of sensations Responding to sensations + Adapively or net s0 much, (maya 202) Sensory Processing Involves More Than Just the “5 Senses” Vision + Hearing + Smell + Taste + Touch = Tactile sense + Movement = Veetbular sense + Pressure felt through muscles and joints ~ Propiocepve sense The Intake of Sensory Information + Receptors in various locations of our body serve as the intake mechanisms for sensory information. | (ay al 204 Satta 200 Examples of Sensory Receptors and Sensory Processing [Receptor |How the What the receptors receptor is_|tho foundation for activated aeaenas | Propreepton [ning onaioa leu ep" [remeron tree |rerieg ot [Fee cave endings [Pan ouch, | eyatg iti srao pare [pus rt ntrmaton I rents encom an 2010 Sensory Processing and Learning + The tactile sense, proprioceptive sense, and vestibular sense provide feedback to the brain about the body's position, location, and security. + This info is compared to previous experiences and used to plan and execute movements and behavior. eat 21) Scenario + dosh is working on math problems at his ‘desk when the fire alarm goes off in his classroom. The light onthe alarm flashes and the alarm continues toring loualy. dosh looks to his teacher for guidance and, after being instructed to follow his teacher out of the room, files out the door behind his classmates. Scenario + Lilais playing hopscotch on the playground while another group plays dodge ball nearby. When the ball goes off ‘course and heads toward Lila, another child yells “look out! Lila looks up and, noticing the ball coming towards her, ducks and covers her head. Scenario + Ben is waiting in line with his classmates to go to the cafeteria. A couple of kids behind Ben are goofing around and one Pushes the other, causing him to bump. into Ben. Ben turns around and immediately hits the child who bumped him in fine, Scenario + Sara is sitting on a tire swing when a classmate begins to spin her. Sara does Tot like to spin but instead of putting her feet down to slow the swing, she begins to cry and scream at her classmate. Sensory Processing and Participation + The interpretation of he information we ge rom curbodies and our environments invences our ‘emotions, social interactions, and engagement task + Think about the students you know who have sensory processing differences. = How do their sensory processing diferences Inuence thei partlpaton at school? Effective Processing of Sensory Information Leads to More Functional Participation + An adaptive or appropriate response to a ‘sensory-laden situation creates a foundation for the next time a similar ‘sensory-laden situation is encountered. + Practice, practice, practice. (seeatas, 2010) Creating Opportunities for Practice + The schoo! day can present opportunities for students to practice processing sensory information effectively. + Opportunities can be found inthe classroom, the cafeteria, playground, bathroom, or elsewhere in the school + OTS can assist teachers and other personnel in Creating enhanced practice opportunites and provide students with strategies that can help them respond to sensory information adaptively Opportunities for Practice + Practice opportunities may present themselves in direct therapy and consultation-based interventions: Preparatory methods Education of parents and others Environmental modifications Incorporating sensory strategies into dally classroom routines, Opportunities for Practice + Opportunities for practice in the school day depend on: ~ Accurate identification ofa student's sensory profile or sensory processing habits ~Careful selection of sensory strategies Systematic application ofthe strategies Documentation and progress monitoring Assessment of Sensory Processing + The re-authorization of IDEA (2004) requires that we engage in assessment activities related to how students Participate in learning activities and respond to curriculum; we are also required to identify each student's specific needs so that our educational teams can better support students in the school context. trata 28) + Sensory processing may influence a child's Participation at school (AOTA, 2003). Parents identity between 5-13% of kindergarten students as having or being attsk for having sensory processing difficulties (Ahn etal, 2004) The neurological process of sensory processing can't be directly observed; however, we can assess a child's processing through their behavior and through caregivers’ observations. ‘elated to behavior (Prudhome et al, 2007). + Caregiver reports can help us to identify sensory processing difficulties and {qualities of the environment that may influence the child's functioning at school + We can use information obtained through caregiver reports to design interventions that support children in academic environments and to educate parents and school staff (Giomen tat, 2007) Information from sensory processing assessment tools will help us to classify students’ processing difficulties into specific categories. This categorization will help us to provide intervention that meet each child's unique educational needs. Common Assessment Tools + Sensory Processing Measure ~ amon, 2007) + Sensory Profile School Companion = (ann 208) & ic Overview of the Sensory Processing Measure +SPMzs Goals and Features of SPM + Cotren ages 5-12 + Rating seo aoe sensory rooessig ess, bra, and soc prtcpaion + Based on patent nd edeatonal af report + Based on 8 thoy chen wth impale sensory Freceseng hove acy amg ond pripatngn faty otves ~ Lele processing dots impact Nahar finctona le oa + Tire os Home For = Ciassroom Form Schoo! Enviroment Fo Three Dimensions of Measurement ieenc) aeeceenoml : + Home ar issoon = Sei parteaton + Sensor sytoms me + Von "= Norm-referenced index of visual, auditory, tactile, * Typical, Some + Hearing ec ans acon Probl, Dette | Four pete interes Dytincton i + Sener iteration vuneabtes * Batnes anton Peete nc nematon, 1 Planing ana + Partpaton in multe envtonmans Taateonery 7 Mme conmety aes Panama 807 SPM School Environments Form + Completed by teachers and others who have ‘contact with student inthe following areas: “Arta Cusie class TPE = Recossplayground Cafeteria = Bus + Must always be used in conjunction with Classroom Form (Pea eat, 207) Example Items + School Environments Form Follows classroom rules and routines. Fails to complete multi-step tasks Writes or colors with very light pressure ~ Becomes distracted by nearby visual stimuli Shows poor organization of materials. Social Participation Scale + Higher scores on this scale reflect difficulties with social participation + May point to social or relationship problems that are influenced by sensory processing difcuties + Medical, developmental, cognitive and environmental factors should be taken into consideration Para 2007 Social Participation Item Examples + Play with friends cooperatively (H) + Share things when asked (H) + Take part in mealtime (H) + Handles frustration (S) + Uses and understands humor (S) + Maintains appropriate eye contact (S) eam, 07 Overview of the Sensory Profile School Companion sai te Goals and Features of the Sensory Profile + Captures salient info re: a student's processing + Clearly links sensory processing withthe student's school performance + Provides information for theory-based decision making + Is applicable for students with all types of disabilities and levels of severity + Is easy to administer, score, and interpret {0x0n 2008 Example Items + Auditory = Misses oral directions more than other students ~ Appears not to hear what you say ~ Seems oblivious within an active environment — Hus, whistles, sing or makes other noises Is distracted if thor is alot of noise ~Tells others tobe quiet (2m 20 Example Items + Visual Misses written or demonstrated directions ‘more than other students Has trouble keeping materials organized Leave items blank on a busy worksheet Doesn't watch during instruction, but follows along with activities = Notices even small changes in the classroom environment (om 200) Example Items + Body Sensations Is clumsy and awkward in movements ~Slouches, slumps, or sprawls in chair = Tests head in hands or on desk Ison the go" —Fidgets during activities Example Items * Classroom Behaviors Is inefficient in doing things — Appears inactive Is bossy with classmates or peers Doesn't have @ sense of humor Is stubbom or uncooperative ~Is frustrated easily School Factors + The teacher's perspectives about the students functioning in the classroom & throughout the schoo! day. + Items are assigned to different school factors t School Factor 4 + The student’s needs for external supports, + Students who score in the probable/defnite difference range require increased sensory input in order to get their engines to “just right” + Teachers may identify these children as needing extra attention for redirection and to get their sensory needs met 10 School Factor 2 + The student's attention to learning + Inboth cases the student may appear active-either to try and get what he needs to stay at just right” or as a reaction to things that he finds noxious + Students will either need to participate in sensory-tich leaming activities or be in environments with less stimulation ou 2088 School Factor 3 + The student's tolerance for sensory input + Either avoiding or a demonstrated pattern of sensitivity + May get easily overwhelmed and overloaded + Teachers may perceive them as picky & over reacting + Students benefit from highly controlled and Predictable environments (eum 2) School Factor 4 + Student's availabilty for learning + Involves avoiding and registration pattems, beth cof which involve disengagement + Students are missing instruction because they are “checking out” + Depending on actual profiles, students wil require a balanced sensory environment that keeps them in the middle ofthe continuum un 208 Interpretation + Classification system = Typleal performance ~ Probable dtfeence = Define diference 1 Observation: Another Method of Assessment Observations + Think about the students who demonstrate some behaviors that you think might be related to sensory processing, = What do they putin thelr mous? "hen hay mous tie? — How do they move? when othe ko opportune ooo? = Wat do they Ike to touch or hold? * Wey ewe? = Vinal sorte of val euppodts help? orto ar aracng? ots of sounds hei? ort tates ee Seren? atta Stat 201) + Behaviors are a way that children communicate their needs, ~ The seeking, avoiing, or responding fo sensory Inpwlexperences give us cues about what the chs naeds to regu is systom and be avaiable for Tearing. ~ Without addressing tho cause ofthe robe texinguishod sonsery behavior could be replaced by nother behavior tat moet the same need (Atwood, 2009; Murray eta, 2008). Proposed Profiles |+ Sensory Modulation Difficulties fi ~ Sensory over-esponder (SOR) ~ Sensory under-responder (SUR) ~ Sensory seeker ($5) |+ Sensory Discrimination Difficulties (SDD) |- Sensory-Based Motor Diffculties (SBMD) Postural dficulies (PD) ~Dyspr ural 267 12 Sensory Over-Responder + Avoids sensory stimulation (auditory, visual, tactile) + Does not ike to touched, held, or cuddled + Does not make eye contact + Does not like to hold or use objects + Does not tolerate hand over hand assistance + Removes certain clothing items/may prefer to wear only certain clothes Sensory Under-Responder + Disregards sensory input + May appear self-absorbed or difficult to engage + May demonstrate siow motor movements and have low tone + Requires intense sensory input in order to be engaged in an activity + Apparent decreased perception of pain which may lead to poor self-protection Sensory Seeker + May bump or eash Info + These behaviors are people or objects an attempt by the * Inetinctvety cook child to get what he inemsed enery neds, however her metho of seeking + May ko sppepite Nayleck lepproptate put may be fer sony nese sorganicing. « Mayenggetnmpuleve = There fey may ccraiy boners Senos Sensory Seeker Continued. + Communication-based behavior concems are common to the sensory seeker profile = Speaking out of turn Not knowing when to stop taking + Seemingly “avoidant behaviors” are also ‘common to this profile Outof seat al the ime during math and ‘unable to complete math assignments, 13 Introduction to Cases Case Example: Nathan Nathan is fourth groder with an autism Spectrum disorder na spocal education

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