Compulsory Integration In The Classroom

This study hypothesizes that sensory diets change children’s sensory processing skills, psychosocial skills, and engagement in classroom activities and that the control intervention of fine motor and visual motor activity has no effect on children’s sensory processing skills, psychosocial skills, and engagement in classroom activities.

How does sensory processing disorder affect learning? Sensory input plays an important role in learning. The effect of and impact of sensory processing difficulties are not fully understood or researched. Play helps children learn cooperation skills, appropriate social skills, conflict resolution, and about friendships. However, research has shown the correlation between sensory processing, play, and learning is unclear and inconsistent. (Watts, Stagnitti, & Brown, 2014). This is the second reason for the controversy surrounding sensory processing disorder. There is no clear cut or valid proof that sensory processing difficulties effect learning. Parents of children with sensory processing difficulties will disagree. There children struggle every day with things that typical developing children can perform without any difficulty or thought. Treatment for sensory processing disorder is limited and extremely expensive for parents. Treatment for sensory processing disorder involves a “sensory diet” which is an individual plan designed to help the individual function. (Delaney, 2008). Typical

These sensory activities are performed before attending applied behavioral analysis sessions. Common activities that assist with sensory processing involve movement, such as jumping, work activities, such as drawing, and equipment, such as weighted

This chapter reviews research collected that is related to the phenomenon of sensory processing disorder. The growing number of sensory processing deficits reported, as well as the frequency in which therapists use sensory based interventions requires a more complete understanding of the intricacies of evidence supporting the use of sensory based interventions. Each of the six studies reviewed in this chapter varies in rigor, design, and construct definition thus producing mixed results. The information is a microcosm of the current landscape of research related to sensory processing disorder.

Integrating schools was the first major step for equal rights among races because it caused hope for equality and a starting place for civil rights.

The Adult/Adolescent Sensory Profile was used to “identify individual patient’s typical sensory response patterns and preferences and typical behavioural responses to different sensory stimuli.” The evaluation form captured information for each session spent in the sensory room. This included whether the patient or staff initiated the session, time begun and duration, and stress rated on a scale of 1 to 10. Results found that, overall, the patients levels of stress decreased by about 2.5 points after using the sensory room.

Challenging behaviors can hold a variety of forms, but yield the same end-result- that is, it disrupts typical learning environments, and can pose a threat to the emotional or physical well being of an individual (Chandler et al, 2010). Behavior analysts focus on implementing behavior intervention programs (BIPs), in an effort to shape a behavior to one that is: socially acceptable, and replaces a negative behavior (i.e. aggression)with a positive behavior (i.e. counting, raising a hand to speak, etc.; Cooper et al, 2007). In a school setting, it is the responsibility of that school to ensure the safety of every student. If a student is engaging in challenging behaviors, it is their responsibility to implement techniques through applied behavior analysis, in order effectively direct inappropriate behaviors to behaviors that are positive (Cooper et al, 2007). Positive and appropriate behavior is being referred to as any behavior that is typically socially acceptable in the given environment (Chandler et al, 2010).

Occupational therapists in school-based settings facilitate children with disabilities to participate in school occupations. These occupations can range from playing with peers, to social interactions with peers and teachers, to academic and non-academic activities to activities of self-maintenance, and to interactions with the school environment (Chandler & Clark, 2013). Nearly, thirteen percent children in pubic schools receive special education services (National Center for Educational Statistics, 2017). Approximately fifteen to eighty percent of children with various disabilities also have sensory processing disorder (SPD) (Ahn, Miller, Milberger, & McIntosh, 2004). SPD impairs children’s ability to detect, modulate, interpret, and

Student will engage in the “Hokey Pokey” with mod A requiring mod verbal and tactile cues to improve occupational performance in ADLs within 2 weeks.

Jean Ayres an occupational therapist, developed the theory of sensory integration in 1960 (Smith, S., Mailloux, Z., & Erwin, B. n.d.). Jean Ayres defined sensory integration as “The neurological process that organizes sensations from one’s body and from the environment and makes it possible to use the body effectively in the environment” (Ayres,1989, p. 22). Occupational therapists are trained in adapting the environment to address such individual client needs (What Is Occupational Therapy, (n.d.). Jean Ayres believed that the various sensory systems allow us to successfully interact with the environment (Ayres, 1972, p. 1). Moreover, additional research also suggests that a child requires appropriate levels of arousal, orientation, and attention in order to interact and engage with the environment (Case-Smith & Bryan, 1999).

Reliability evidence evaluated; strength of reliability results (justified critical analysis): 80% agreement between raters. The response segments had a good rang of relaibilty

According to research sensory-rich experiences are great for brain development in babies through to adults (Gascoyne, 2011, p. 9), (Thompson, 2013). Gascoyne, (2011, p. 9), (Thompson, 2013) also commented “those neuroscientists have also identified a strong link between memory recollections and the sight, smell, and touch senses”. Furthermore both Gascoyne, (2011) and Thompson, (2013) believes that sensory rich play “is an inclusive way to encourage learning and development, as the hands on approach appeals to children with different thinking and learning styles”. She also comments that “sensory activities help bring learning to life generally, but will particularly benefit children with special educational needs (SEN)”. “The open ended ways

Some aspects of this project were challenging. For my project, specifically, I struggled to find what information to put in the sensory room. The aim of the project is to be used by all children who suffer from sensory disorders. Finding what triggers outburst and what can be used to calm the child down is difficult because little research has been done on this topic. All children are unique in what makes them tick and what can calm them down, therefore, I struggled trying to find what items can be used that will be utilized by all

Now that I am able to go back and reflect upon my experiences this summer, it is evident that I have learned a lot throughout the duration of this class. I have learned a vast amount of knowledge about sensory processing and occupations in children as well as other professions, such as speech-language pathology, occupational therapy, psychology, and special education. Throughout this semester, it was very interesting to learn about how individuals engage and use sensory processing strategies in naturalistic environments.

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).