Charting the Cs: Cooperation, Communication and Collaboration. Statewide Professional Development to Support the Workforce and Low Incidence Disability Areas. Sensory Supports For Autistic Students Sensory Supports For Autistic Students Presented by Ellie Hamilton, Autism Specialist and Barb Niessink, Occupational Therapist Tell us about you on Padlet. tinyurl.com/y6f7m4e8 Share Name District Why are you interested in Sensory? Learning Outcomes Participants will recognize the sensory needs of Autistic Students in PK-12 educational settings. Participants will identify a collaborative team in their educational setting to support the sensory needs of Autistic students. Participants will determine and reflect on the sensory supports available in their PK-12 education setting for supporting Autistic students. Why sensory support for Autistic learners? About 56% to 70% of learners with Autism are estimated to have sensory processing challenges (Baranek, David, Poe, Stone, & Watson, 2006; Ben-Sasson et al., 2007. Let us know about you on Padlet. Padlet New Smells and Overstimulated examples by Young Sheldon Link to video 1:20 https://www.youtube.com/watch?v=o_Qwng_M07Q&t=80s Link to video 1:55 https://www.youtube.com/watch?v=FMXRRKsg7jA&t=115s Note: Please keep in mind each individual’s sensory experiences are unique and the media does not always portray how Autistic people think and feel accurately. The Pyramid of Learning Perkins.org Do not begin a sensory routine without consulting the support of an Occupational Therapist. Follow district procedures for parent permission and implementation guidelines Sensory Planning Positive Partnerships: Planning Tool Diversity Wheel Hands on as we grow Blog: Sensory Planning Sensory Activities. Sample week of activities Water Cardboard Tube Activities Sensory Planning Sensory World Sensory Planning form Sensory Sensitivity Link (from South West Central Service Cooperative). Page two has suggestions to try Sensory Suggestions for the Classroom Link (from South West Central Service Cooperative) Lessonpix Sensory Visuals Sandtable Topic Board Bubbles Topic board Blocks Topic Board Offer choices and use a visual picture or choice board. Choice Board Intervention Strategy by Ocali/ Ohio Center for Autism and Low Incidence The Many Faces of Autism by Ocali Chapter 3 Sensory Link to video 8 min autismcertificationcenter.org/course/1/chapter/146 Keep in mind that sensory experiences may impact other disability areas Connect and Redirect Link to video 14:34 https://www.youtube.com/watch?v=fGseTSLY3cI How can we do better for our kids? Trigger warning this video discusses restraint and seclusion in the school setting. Link to video https://www.youtube.com/watch?v=wsQ7XbKbpeY 7:50 and 11:34 Neurodiversity Affirming Sensory Integration Link to video 1 - 23:41 https://www.youtube.com/watch?v=MV7klFMUHJU&t=1421s Link to video 2 - 27:50 https://www.youtube.com/watch?v=MV7klFMUHJU&t=1670s Brain Article gregsantucci.com/infographic/upstairs-brain Upstairs Brain We need to be able to monitor the sensory input coming from our environment, think and problem-solve. When our kids are having a hard time, they’re in their “downstairs” brain. They can’t access their “thinking” brain, and no amount of yelling, threatening, or punishment is going to get them there. How do you help a child when they are in their downstairs brain? First, lower expectations. Help them get regulated. This could be as simple as a hug or just being present. Once regulated only then can head upstairs. Brain Breaks and Sensory Breaks Gwen Wild, MOT, OTR/L & Sherry Steeley, PhD developed a “Model for Classroom Based Intervention for Children with Sensory Processing Differences” and completed a research study in a rural school district in TX. They incorporated “Brain Breaks” and “Sensory Breaks” into the children’s daily routines. Improvement was noted in these areas: Social Participation/Social Skills Visual and Auditory Processing Planning and Ideas Adaptability Functional Communication Atypicality Leadership Attention Problems Hyperactivity Brain Breaks Brief (30-60 seconds) opportunity for whole body movement Primary purpose is to get in touch with one’s body and where it is in space. For Pre-K through 1st grade, “Brain Breaks” can easily be built into transitions Recommended frequency: Pre-K through 1st grade: every 15 minutes 2nd through 5th grade: every 30 minutes 5th grade to 6th grade: every 45 minutes Ideas for Brain Breaks Desk stretches Chair Push-ups Cross Crawls Coffee Grinder Pressure push Drink from water bottle Animal Walks Ear massage Self-hug Hop on one foot Row Boat Finger pulls “Make the room bigger” - Wall push-ups and wall sits Yoga poses Action songs Belly breathing Gallop Isometrics (push hands together, pull apart, push legs against one another) Tips for Brain Breaks Allow the student to select and lead the “Brain Break” Fill a poster board with “Brain Break” picture options and allow them to choose from them Follow each “Brain Break” with two deep breaths of “belly breathing” Sensory Breaks Goal of sensory breaks is to regulate the neurochemicals in the brain. Optimal: at least 10 minutes of moderate to high intensity sensory input every 2 hours for ages 10 and up. Pre-K to 1st grade = every hour 2nd to 4th grade = every 1 ½ hours 5th grade and up = every 2 hours Recess, PE, art, music and lunch can usually count as sensory breaks Need to be at least 10 minutes in length. Sensory seekers may need longer. Stick with activities that are primarily proprioceptive or “just right” challenge Cari Bert Seminars cariebertseminars.com Re-thinking Classroom Expectations What are the classroom expectations? How can we adjust for students with sensory needs? Try a chair or bilibo seat moluk.com/bilibo.php Cube Chair Options Flexible Seating Offer a Choice Board Wiggle Seat teacherdirect.com What is the behavior really telling us? Autistic Students may have heightened senses Autistic Students may have heightened senses A student may have hearing abilities that make lights, fans, or other items sound like a helicopter. Close your eyes and see if you hear any sounds. Check the room for smells. The lunchroom and essential oils are biggies! Perfume can be a trigger too. Occupational Therapy association 2023 Sensory Environment Structured Breaks Autism Internet Modules A structured break may include, but its not limited to: headphones or earbuds blankets music drawing paper and markers puzzles fidgets magazines waterbottle Structured Breaks Autism Internet Modules A structured break is NOT: Time out Seclusion Punishment Escape from work Structured Breaks Autism Internet Modules Visual supports for structured breaks may include: Breathing cards Timer or countdown Wait card Stress Thermometer Power card Examples of Structured Break Areas Examples of Structured Break Areas Examples of Structured Break Areas Structured Break Area in a job site location Structured Break Area in a job site location Private work space with dim calming lighting and music. Visual Supports Ocali Stress Thermometer Visual Box Breathing Breathing Cards Power Cards Sensory Differences Most individuals with Autism do not experience sensory stimuli the same way as neurotypicals. Some are overly responsive whereas others are under-responsive to sensory experiences in the environment and within their bodies. Individuals with sensory processing disorders benefit from services from and occupational therapist who can provide assessment and intervention strategies to help them manage their sensory differences and improve their access to successful home, school, social, and work experiences. Autism Internet Modules Cover Lights, turn off, or use lamps. PVC DIY Bead Bar Paths to Literacy Star Autism Support & Ocali Visual Supports Request Template. “I want” giving choices Food Icons Choice Board Sensory Activities Choice Board Snack LED Color Changing Glow Balls enablingdevices.com DIY/Do It Yourself Swing Weighted Shopping Cart for Mobility and Sensory Weighted Cart for Mobility and Sensory Hallway Obstacle Courses www.youtube.com/watch?v=P4q8dNwsR3E Pair with goal content or core content. Obstacle Course Outline Helicopter Spins x5 each direction Alligator crawl across mat Move across floor on ladder Find 2 hidden items in the sensory bin Blow 2 cotton balls across the table one end to the other. Walk across the balance beam, stepping over small stickers or obstacles. Place 3 beads onto a string or pipe-cleaner to copy pattern displayed Listen and identify animal sound REPEAT Obstacles Course Ideas for Older Students Forward and backward rolls (somersault) Jump rope Balance Beam Jumping Jacks Snow angels on the floor Shooting baskets Bean Bag toss Lift a certain amount of weight for specific repetitions Specify amount of time on treadmill or stationary bike Repeat sequence work on memory, following directions, etc. A learning or functional task such as an age appropriate puzzle, writing activity, or math skill can be incorporated and adjusted to the child’s age and developmental level. BrainWorks by Sensational Brain LLC Link to video 2:41 www.youtube.com/watch?v=uOnr_oBVUa0 50 Best Sensory Toys for Toddlers and Kids with Autism Sensory Break Ideas Playground play-gallop, skip, run, walk backwards: encourage a built in obstacle course using the playground equipment, encourage heavy work game with others. Classroom or hallway obstacle course Go Noodle www.gonoodle.com Brain-breaks https://brain-breaks.com/ You Tube movement videos search “brain breaks” watch content and check district procedures before using with students. Bouncy activities need to be followed by deep pressure or heavy work activities. End with deep breathing Sensory Break Ideas Continued Sensory path in hallways https://thesensorypath.com/about-us/ Make your own sensory path https://www.pinkoatmeal.com/diy-sensory-path-and-motor-path/ Obstacle Course Video https://www.youtube.com/watch?v=AXb9zBs6OBk Use materials and equipment available to you-look around your school for items. Older students may be able to use equipment in the weight room, machines, lift weights, etc., with supervision and following district procedures. Run errands, clean, and work on adaptive skills such as vacuuming, sweeping, dusting, etc. with supervision. Talk to the occupational therapist at your district/building and ask for ideas for your specific student Sensory Toys for Middle School High School Age Students Find a space for the student Body Sock Sensory Toys for Middle School High School Age Students Calm Strips Build in sensory with play introduce sensory in daily routine Gloves,socks, or latex gloves can be good protectors for sensitive hands. Green Pea Sensory Squishy Bag happytoddlerplaytime.com Low Cost Fidgets Fun Fabrics and Pool Noodles Shaving Cream Writing Sensory Routines or Breaks Zones of regulation training calls it “sensory lifestyle” all day supports versus single break periods. Think about all day! Simple Fidget Ideas Heavy Work Task Examples Early Childhood/ Elementary Heavy Work Task Examples Elementary/Middle School/ High School Heavy Work Task Examples Elementary Middle School High School Jellyfish Live Video Link to video www.youtube.com/watch?v=OMlf71t2oV0 Eloping (running away) Sensory Connection Scenario: Student elopes and runs off school grounds Support Ideas: Build a relationship Give options where to run with visual pictures Place visual signs go here or written plan where to go when running (track, hallway, gym) Create a running plan before school or determine an area safe for running when needed. This could be a treadmill, hallway, or track. Individualize based on student’s needs Fake Jellyfish Aquarium Calming Battery operated or plug in options Works as a nightlight or lamp for darkened room Structured Breaks by Autism Internet Modules Do It Yourself baggies with food coloring Do It Yourself Hair Gel Sensory Baggies Liquid Tile Set Sensory Pans pathstoliteracy.org Food Support Trying new foods choice wheel Meal Time Rules Poster Autism and Food Aversions 7 ways to Help a Picky Eater article by Autism Speaks Treatment and Accommodation Ideas Created by Barb Nessink Occupational Therapist Barb.Niessink@swwc.org Check with district procedures and Occupational Therapist before starting any sensory programming Pressure Touch Model If tactile defensiveness is severe contact your district Occupational Therapist about possibly utilizing the pressure touch model. Check with district procedures and Occupational Therapist before starting any sensory programming. Vestibular: “Seeker” Move-N-Sit or Wiggle cushions, therapy ball or deflated beach ball at table Cut slits in tennis balls and place on the end of opposite chair legs to allow “wobble” Allow child movement breaks during class or homework time Jump on trampoline Playing on tummy with therapy ball Swinging Bike Riding Vestibular: “Avoider” Make sure feet can reach the ground or a surface when seated in chairs or allow standing Provide proprioceptive or “heavy work” before and after vestibular activities Go slow with introducing movement activities or allow compensatory technique Allow child to choose and be involved in the activity to provide sense of control Proprioceptive System (input into the joints) This input helps “seekers” and “avoiders” Heavy work system; Encourage any jobs around the classroom such as carrying milk crates, moving heavy books or furniture, erasing/washing chalkboard, stapling on bulletin boards, stocking pop machine, return library books, empty wastebaskets, water plants, sweep floors, sharpen pencils, etc. Wearing weighted items, such as lap pad, backpack, hat, collar, blanket, heavy book on lap, etc. Any jumping exercise such as jumping on trampoline, jumping jacks, running, jumping on bubble wrap packaging, etc. Proprioceptive System (input into the joints) continued Arm strengthening with wall push-ups, chair push-ups, scooter board, tug of war, “painting” with water on the fence or side of building, completing work on chalkboard, etc. Complete activities on tummy when able in class or during homework or play time at home At Home: Vacuuming, shoveling snow, moving furniture, carrying groceries, washing the car, etc. Deep Massage, “squishing” in bean bag, rolling in mat. Tactile System: “Seeker” or encourage “Avoider” Host a “Messy” Day Fingerpaints; shaving cream, foam soap, pudding, “slime,” play-doh, theraputty. Hiding toys in buckets of rice, sand, wet or dry noodles, dry beans, styrofoam peanuts, etc. Working with projects requiring gluing, sandpaper, fabric, wood, and other textures. Provide basket of fidget toys or common objects (paper clip, eraser, etc.) for child to choose from to help maintain attention during classroom activities Tactile “Avoider” Place paint or gel inside a ziplock bag and allow child to “paint” without getting messy Purchase tag-less clothing Massage scalp before haircuts Place x-ray vest over child during dentist visit (for proprioceptive input) Soak nails and press on nail bed before cutting nails Utilize t-shirt sheets Visual System: “Seekers and Avoiders” Evaluate classroom and reduce amount of visual distractions hanging from ceiling and walls (avoider) Complete activities on a raised surface such as a easel or chalkboard Provide outlines at a desk or letter/number lines taped to desk to decrease amount child has to copy from board Color code notebooks and book covers to help with organization (i.e. green for math, blue for science) Teach child to take a visual break (“avoider” Ask parents if child has had a recent full visual assessment with eye doctor Auditory System: “Seekers and Avoiders” Warn children when able before fire drills, morning announcements and other loud noises in school Close the door to your room to decrease hallway distractions Allow headphones or earplugs if needed Playing soft music in background during independent work may help with calming (but should be evaluated closely as it may also be too distracting) Create a small area in the corner of the room where the child can go to take a sensory break May need to position self in front of child and touch hand or arm to get attention when calling child’s name (“seeker”) Oral “Seeker” Proprioceptive input for the mouth Chewy foods are “heavy work” for the mouth and are organizing (bubble gum, granola bars, dried fruit, bagels, jerky) Crunchy foods are alerting (pretzels, baby carrots, crackers, crunchy cereal) Sucking and blowing are also organizing (sucking yogurt or applesauce through a straw, blowing cotton balls on a table or blowing a whistle, blowing bubbles, etc.) Battery operated or vibrating toothbrush may be helpful for “seeker” or “avoider” Oral “Avoider” Encourage age appropriate oral play (whistles, blowing, chewing, tasting/licking new foods) May need to touch and play with food before they even consider tasting it May be able to be encouraged to lick the new taste or put in mouth only briefly and then spit it out If it is causing weight loss (failure to thrive) or other health concerns, may need to see a person specializing in treating oral aversions and/or nutritionist to ensure diet is adequate. Treatment Activities Accommodations Interoception Heavy work activities/input to the large joints of the body Deep Diaphragmatic breathing Identifying emotions Meditation Mindfulness programs Yoga Tai-Chi Body scan to connect body signals to feelings Biofeedback Regions 6 & 8 Shared Padlet Sensory Resources tinyurl.com/bdd7sdcb Books + 12 Books to read if you teach Autistic Students Article 12 Books to read if you teach Autistic Students weareteachers.com Support for Families Support For Sensory Needs Facebook Group Sensory Processing Disorder (SDP) Support Facebook Group Project Sensory Sensory Processing Parent Support Group Sensory Processing Advocacy References Hands on We Grow GregSantucci.com Pathstoliteracy.org Ocali.org MDE Autism Spectrum Disorders Autism Speaks National Autism Resources @Star Institute Star Autism Support MN Low Incidence Projects ASD MN Low Incidence Projects OT Afirm Module Sensory Integration Autism Internet Modules ASUM.org Cari Bert Seminars Perkins.org Additional References References Continued - Google Docs What questions do you have? If you have concerns about a child’s development contact: Help Me Grow Minnesota Thank you! Ellie Hamilton, Autism Specialist Ellie.Hamilton@swwc.org Barb Niessink, Occupational Therapist Barb.Niessink@swsc.org