Children with a Sensory Processing Disorder (SPD) also termed Sensory Integration Dysfunction (SID) often need to learn appropriate “student behaviors.” Since many children with SID appear to the casual observer to be no different than other children, their unusual behavior is often surprising when it surfaces, and puzzling in its inconsistency. When observed over time, at varying times of day, and in a variety of settings, a picture of sensory integration dysfunction many begin to emerge more clearly.

It should be assumed that all children want to please the adults in their lives. For those children with SID, that can be a tall order to fill. All too often their sensory irregularities cause them to focus inwardly in order to satisfy their bodies’ needs at the expense of behaving in a socially acceptable manner pleasing to adults and engaging to other children. As parents and teachers our job is to provide all children with a physically and emotionally supportive environment that will value and accept them.  

•  Children are not usually “bored”. Figure out why a child is inattentive or resistant to participate.  It could be physical discomfort or lack of skill
• Be a detective. Look for and record antecedents to explosive behavior
• Take note of the content and manifestation of the behavior (i.e. a child covering his ears; pushing the child next to him)
• Look for socially acceptable replacements to sensory-based behaviors (i.e. chewing gum to replace disruptive noise making)
• Have a “safe spot” in the classroom where the child can go on his own when he feels overwhelmed.  Model this critical coping mechanism
• Give advance warning about transitions or changes in schedule
• Acknowledge that you recognize and understand what makes him uncomfortable. Simply stating it can help diffuse the surrounding tension
• Empower the child to help figure out a solution. For example, “I know you don’t like how crowded it is when the other class comes in for a story. Where would you like to sit so that you can enjoy the story too?”

If you feel that the child is on the verge of “losing it”, or has begun to meltdown already, try the following suggestions:

•  Remove him from the stressful situation and use a quiet, calm voice to discuss what is happening
• Have him give you a hug first, then ask if you can hug him back – a big total body hug
• Give slow back rubs or massages
• Give “grounding”  shoulder squishes by applying deep, even pressure downwards on the shoulders and along the arms pressing inwards
• Do not try to rationalize with a child during a meltdown

Blog written by: Aviva Goldwasser, OTR

How to promote calming

Sensory modulation requires a child to adapt his state of arousal, alertness, and attention to meet the demands of each environment in which he needs to function.  He needs to read cues accurately and respond to them appropriately.  Sensory modulation is strongly affected by sensitivity and response patterns to sensory input. Children who over- or under- respond to sensory input often have difficulty regulating their behavior. A well-regulated child will go through most of his day in a quiet, alert state without being distracted or inattentive and transition smoothly between active and tabletop activities.

“When in Doubt. . . .Prop it Out”   -Meryl Samuels Turner, ASD Nest Program, NY DOE

 One of the most effective ways of promoting self regulation is through proprioceptive input. Resistive activities (proprioceptive) that also provide some movement through space (vestibular) are “grounding” and organizing because they incorporate “heavy work”.

 For Home:

 Slow stretches

• Bear hugs
• Create a tunnel out of your legs and have your child squeeze through
• Wheelbarrow, crab, or bear walking
• “Wrestling with rules”

 For the Classroom:

•  Chair push-ups
• Make the room bigger (wall “push-ups”)
• Classroom jobs (heavy work)
• The “Fragile Egg”
• Chewy foods for snack and lunch (bagels, granola bars, gum)
• Drink liquids through a straw or sports top bottle

How to facilitate alerting

Providing targeted sensory input in the correct “dosage” is the key to promoting alertness and ramping up attention.  Before circle time, a lesson, or homework provide alerting input (sensory prep) in an organized manner.  The time spent will be worth it.

For Home:

Eat crunchy snacks such as pretzels, apples, carrots, or nuts

• Sit on a large exercise ball or a “sit ‘n’ move” cushion rather than a chair. Feet must rest on the floor.
• A 5-10 minute intense workout with a clear beginning and end:
  • Stride jumps
  • Jumping jacks
  • Jumping on a trampoline

For The Classroom:

 “Popcorn Game”

• “Shake Your Sillies Out”
• Relay races
• Sit’ n Move cushion on the floor or chair

 Basic Principles:

•  Never touch a child without permission. Ask each time
• When giving instructions, less is more: the fewer words, the better
• All activities should have a clear beginning and end
• Children thrive on routine