Sensory Strategies for the Classroom

1
Sensory Strategies for the Classroom

• Presenters
• Sue Heguy COTA/L
• Ann Cleary OTR/L

2
Project Description

• Teach teachers how sensory strategies (calming
  and arousing) can influence behaviors in the
  classroom and how these strategies can be used to
  get students ready for learning and to create a
  more optimal learning environment.

3
In-service Participants

• 3 Para professionals and 1 special education
  teacher from an Academic Center Program (grades
  1 3)

4
Pretest

• 1. List 3 calming strategies
• 2. List 3 alerting strategies
• 3. What strategies are you currently using in
  your classroom?

5
Sensory Strategies Pretest
6
Sensory Motor Preference Checklist
7
What is Sensory Processing?

• Sensory processing refers to the ability to take
  in information through our senses about our body
  and the environment, organize and interpret that
  information and produce a meaningful and
  purposeful response.

8
Sensory Processing (continued)

• Sensory processing is part of normal development.
• We are all sensory processors.
• We all have sensory preferences.
• We all have sensory likes and dislikes.

9
Creating a Calming Learning Environment

• Creating a calming learning environment may be
  beneficial for the student who is over
  responsive, over aroused or exhibits a high
  activity level.

10
Calming/Organizing Strategies for the Classroom

• Firm/deep pressure to the skin
• Activities that provide input to muscles and
  joints (i.e. heavy work)
• Sweet foods
• Non-edible chewing items can also be effective
  such as chewelry or chew tubes
  (www.abilitations.com)
• Lavender, cinnamon, ginger and vanilla scents are
  generally calming
• Soft, music such as classical or
  environmental/nature sounds
• White noise

11
Calming/Organizing Strategies for the Classroom
(continued)

• Chew gum (organizing input)
• Drink thick liquid through a straw or juice box
  through a tiny straw
• Keep water bottle on desk
• Dim lights
• Deep breathing (in through your nose and out
  through your mouth)
• Slow rocking in rocking chair
• Chewy foods such as granola bars, fruit roll ups,
  dried fruit, bagels etc. are calming/organizing

12
Calming/Organizing Strategies for the Classroom
(continued)

• Apply downward pressure to the head (student
  provides input to himself)
• Allow use of visor, hat or sunglasses to block
  visual stimuli and reduce glare
• Warmer room temperature is calming
• Movement that is slow, rhythmical
• Keep voice low and calm
• Use ear plugs, ear muffs or head phones to cut
  down on auditory distractions

13
Creating A Stimulating Learning Environment

• The under aroused child may benefit from a
  higher level of stimulation than may be usually
  found in the classroom. Multisensory input and
  frequent changes in stimulation may help to
  increase your students level of alertness and
  help create a stimulating learning environment.

14
Alerting/Attention Getting Strategies for the
Classroom

• Fast, erratic movement
• Bright lights
• Peppermint and lemon scents are generally
  arousing
• Loud, fast and irregular music
• Movement games such as hokey pokey head,
  shoulders, knees and toes duck, duck, goose
  Simon says.
• Musical chairs using fast music

15
Alerting/Attention Getting Strategies for the
Classroom (continued)

• Bright colors such as yellow, orange and red are
  alerting
• Use bright colored dry erase markers when writing
  on the board
• Introduce occasional variations in routine such
  as clapping pattern prompts, verbal prompts
  (teacher - one, two, three, eyes on me students
  respond - one, two, eyes on you) or visual
  prompts (briefly turn off lights)
• Sour/tart foods (lemons, oranges, etc,)

16
Alerting/Attention Getting Strategies for the
Classroom (continued)

• Crunchy foods (raw vegetable, pretzel sticks,
  popcorn, crackers, nuts, apples etc.)
• Light touch to the skin (feather duster)
• Change pitch and/or volume when speaking to
  students
• Drink carbonated drink
• Eat a cold popsicle
• Cooler room temperature is alerting

17
Post Test

• 1. List 3 calming strategies.
• 2. List 3 alerting strategies.
• 3. What strategies did you actually use in your
  classroom?
• 4. How often did you use them?
• 5. Did you find them helpful?
• 6. If strategies were not used, why not?

18
Sensory Strategies Post Test
19
In-service Evaluation Form

• Please respond to the following statements using
  the following rating scale
  
  
  1 (strongly disagree) to 5 (strongly
  agree).
• Strongly
  DisagreeStrongly Agree
• 1. I found the information useful
  1 2 3 4 5
• for my classroom.
• 2. The information presented met my
  1 2 3 4 5
• needs as a classroom teacher.
• 3. I will be able to use this information
  1 2 3
  4 5
• with my students.
• What information was most helpful to you?
• __________________________________________________
  __________________________________________________
  __________________________________________________
  ________________________
• What information was least helpful to you?
• __________________________________________________
  __________________________________________________
  __________________________________________________
  ________________________
• Additional Comments
• __________________________________________________
  __________________________________________________
  __________________________________________________
  ________________________

20
In-service Evaluation Form (continued)