Building Sensory Classrooms By Rebecca Moyes: Book Review

Spatial qualities and elements have direct effect on behavior of children with autism. Children in ASD often have trouble differentiating between events and activities, are easily distracted, have difficulty identifying start or end of activity, or taking turns in a process. Designing a space for individual with autism require careful integration of sensory elements that will be sensitive to person’s challenges. “Sensory integrative therapy is a holistic approach; it involves the whole body, all of the senses, and the entire brain” (Ayres, 1979). The primary senses affected by sensory processing disorder include:

We may not like loud noises, so we avoid crowds and clubs, or have textures issues, so we avoid slimy or squishy food, all without therapy. Our flight, fight, or freeze responses are our defense system again the unknown, but sensory processing treatment work on changing that response. With all of materials I compiled, I am in agreement that sensory processing disorder is the next “it” diagnosis for children. I do believe that children with Autism, ADHD, ADD, and Down Syndrome struggle with processing sensory information. However, there is no proof that sensory processing difficulties are not a byproduct or syndrome of the disability. More research is necessary in order to determine how and why sensory processing occurs and affects daily life. The goal for all educators is to provide students with the best education

Sensory impairment could be a barrier to effective communication they can prevent service users and health care professionals from communicating correctly, this is because they interfere with a service user’s ability to send, receive and understand a message. According to Collins Education sensory impairment is the key issue why service users with sensory impairments are more exposed to ineffective care and their needs are not always met. This would make the service users have a low self-esteem because they will be left confused and unaware about their health.

Animal-assisted interventions can also be integrated into existing models of treatment for ASD by using animals for components that traditionally target sensory and affective arousal (Berry et al., 2013). The Denver Model is a therapy technique used by occupational therapists that integrates applied behavioral analysis with treatments to target developmental and relationship deficits, which also includes interventions to treat sensory issues. They suggest that therapy dogs are suitable for integration in this model because they provide a multisensory stimulus that incorporates an emotional bond and a sensory experience. The authors also recognize that because of the variances in symptoms of children diagnosed with ASD, highly individualized treatment programs must be created to accommodate multiple levels of sensory sensitivity. More research is needed to determine how children with different levels of sensory sensitivity respond to different animal therapies, potentially though using a comparative study. Perhaps children who are hypersensitive would respond better to an intervention with a dog, rather than a horse. Overall, available research indicates that therapy dogs are also a potential method for providing sensory experiences for children with

A. Jean Ayres. Ayres’ was an occupational therapist that was responsible for the foundation and practice of sensory integration theory (W&S). Sensory integration theory is used to explain behavior, plan intervention, and predict how behavior will change through intervention (Roley et al., 2007). Ayres’ focus was on the organization of the central nervous system and how it was involved in the process of children using sensory information. Ayres’ theory of sensory integration describes how the neurological process relates to the recognition and organization of sensation from the body and environment (Devlin et al., 2010). This disorganization can lead to problems with learning, development, and behavior and also has a negative impact on occupational performance. In relation to the topic of Wilbargers’ DPPT, the focus of the articles collected was related to theoretical research on one particular sensory modulation problem defined by Ayres: tactile defensiveness. Tactile defensiveness is exhibited through the negative influence of touch avoidance symptoms (Moore & Henry, 2002). The aim of the Wilbargers’ DPPT is to utilize the connection between the client’s tactile sensation through the skin and nervous system to improve and normalize the sensation of

The term “sensory diet”, was coined by Patricia Wilbarger and included an individualized activity plan designed with the emphasis on timing, intensity, and sensory qualities and intended to decrease sensory defensiveness (P. Wilbarger & Wilbarger, 2001). Currently, the term “sensory diet” is used by therapists to refer to interventions that use sensorimotor activities multiple times a day to facilitate the participants’ ability to organize sensory stimuli. For this study, sensory diet will encompass an individualized activity plan consisting of a variety of activities to deliver vestibular, proprioceptive, and tactile or a combination of sensory stimuli to facilitate sensory processing skills throughout a school day.

Many people can agree that working with children is rewarding. And yet, sometimes the education system tends to be overlooked for those with a disadvantage. Unfortunately, according to one source “Up to 15% of school-age children are believed to have sensory challenges, and at least 40% of individuals with developmental disabilities and 80% of those with autism are affected” (Research opportunities, 2014, p. 244). With that being said, some schools or Occupational therapy school-based consultation (OTSBC), have incorporated Occupational therapy in their facilities to help their students develop and succeed in life. This is great news for children with disabilities whether it be a sensory processing disorder (SPD), birth defect or a physical/mental

Many parents believe that they are the reason why their child acts a certain way. Researchers are unable to pin point exactly what is the cause of sensory integrated problems but are able to narrow down several possible directions such as genetic factors, premature birth, birth trauma, viruses, illnesses, drugs or alcohol during pregnancy and many more. Unable to understand their child’s behavior, parents have chosen to medicate their child to help them focus. These children may show signs of unacceptable or inappropriate behavior such as very active, inattentive, impulsive, impatient or very loud. Even though some parents may believe their child is aware and conscious of their behavior, they are not. Children are having a very difficult time focusing even if they are trying their hardest. Another approach that therapist have found helpful is sensory integration therapy. “Sensory integration therapy also known as SI therapy is a method of treating children who have problems processing sensory stimuli called sensory integration disorder.” Professionals must approach each child with a sensory integration disorder in a positive way. Therapist must challenge the students and create a setting that would allow the students to feel a sense of accomplishment. According to “Helping hyperactive kids” the feeling of success is an important first step in your child’s ability to process sensory stimuli.

Applying the knowledge I gained while working as an early intervention behavioural therapist for children with ASD, I have initiated and facilitated Functional Behaviour Analysis (FBA) as means of collecting and analysing data on students who exhibit difficult behaviours. I have directed staff in collecting data on a student who was displaying on-going anti-social behaviours and performed an FBA. I deduced the motivation behind many behaviours was to gain attention from adults. To lessen his need to

AustismSpeaks.org states that Autism can be defined as, “a spectrum disorder that refers to a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as by unique strengths and differences” (1). The Center for Disease Control and Prevention (CDC) estimates that about 1 in 70 children are diagnosed with an autism spectrum disorder (AutismSpeaks1). Despite how common Autism is, having a child with Autism can deeply effect a child’s ability to get an education. This can be for multiple reasons, such as bullying or the school’s ability to help the needs of the child. Unfortunately, most public schools are not specifically designed to deal with sensory disorders, even

The authors of this article are all credible sources, and the main contributor, Smith Roley, is the program director of sensory integration at the University of Southern California. This is significant because, sensory integration is where Ayres dedicated most of her effort, and she was once a student and professor and the University of Southern California. The purpose of this article is to explain the core principles of Ayres’ theory on sensory integration. This article includes advance vocabulary and concepts, so this piece of literature is intended for students, professors, and clinicians.

My sensory integration needs are being in front of the classroom; I learn and can focus better rather than being in the back of the room. Also, I am someone who is always cold, I enjoy when classrooms are on the warmer side rather then cold. In addition, I rather receive a break in the middle of class then get out early because it gives me a chance to move around for being in a seat for hours and not getting overwhelmed with a lot of material at once. Sometimes I enjoy bringing a snack at class or when I study just incase I am hungry. When you are hungry, sometimes have difficulty thinking.

It about observing the child and noticing what child enjoys doing the most and what materials the child is interested in. Is about setting an environment that is most comfortable and inviting to children with SPD. Therefore, teachers should consider the following modifications. For instance, when the child is sitting on the desk, the child should be able to place his feet flat on the floor and rest the elbows on the desks. Children with SPD, for the most part, need to move around; therefore, teachers can provide walking, jumping or stretch breaks. Fidgeting with different objects is helpful as a way of having the child focus better. Lastly, having a particular center or area for children with SPD is also helpful not necessarily to exclude children from those who do not have SPD disorder, but more to allow the children to interact with other children with the same disorder, and also for them to feel more accepted and enjoy their classroom environment better. Moreover, a teacher always needs additional support to ensure that any child with SPD is receiving the most adequate assistance possible. Therefore, an occupational therapist is an excellent source that will be of immense help to a child with SPD to increase gross motor skills. The occupational therapist can help children in the classroom, lunchroom, outside, gym, practically anywhere in the school. They can enhance children abilities in handwriting, staying focused and organized, using outdoor and indoor equipment, and help them through transitions in a more quiet and orderly fashion. It is always to the best of our children that we are compliant as to who and why we refer children with needs to seek additional help. It is about developing a plan to have child improve their skills of need. Last school year, I had a child with autism who also had sensory

We have five senses we use to get information on a delay basis. This can be somewhat challenging for parents and children with sensor processing disorder (SPD). Sensory processing disorder “refers to our ability to take in information’s through our senses (touch, movements, smell, taste, vision, and hearing) organize and interpret that information, and make a meaningful response” (www.verywell.com). The purpose of this paper is to inform, educate, and determine a strategy or intervention for parents with children that have sensory processing disorders. There are five (Tactile, Vestibular, Proprioceptive, Visual,

Four year olds are still very much learning through the use of their senses (Blaustein, 2005). As well, some children may have special needs concerning sensory processing and integration (Ayers, 1994). Children with sensory processing disorders range from over-responsive, under-responsive, to sensory craving (Ayers, 1994). Nonetheless, every person encounters a plethora of sensory stimuli each day and must take in information and integrate it with prior knowledge to make meaningful responses (Ayers, 1994). Multisensory centers provide young children with and without special needs with the opportunity to seek out sensory stimulation, acquire sensory integration and motor skills, learn coping skills, and understand basic scientific concepts (Blaustein, 2005).