Impact on Learning and Participation in classroom Dominique Chew - - PowerPoint PPT Presentation
Impact on Learning and Participation in classroom Dominique Chew Azmah Mohamed Zain KIDZ Pediatric Occupational Therapy Consultants Pte Ltd AGENDA What is SPD? How does it link to learning & motor skills Understanding and
Impact on Learning and Participation in classroom
Dominique Chew Azmah Mohamed Zain KIDZ Pediatric Occupational Therapy Consultants Pte Ltd
What is SPD? How does it link to learning & motor skills Understanding and analysing behaviours in the
classroom
Strategies to facilitate learning and participation in
classroom
“a health professional concerned with improving a
person’s occupational performance.”
Child’s Occupational Performance Areas: Work / Productivity Self Care Leisure
WHAT IS IT? WHY DO WE NEED IT? HOW DOES IT IMPACT LEARNING AND MOTOR SKILLS?
(from SPDorg.com)
Vestibular (movement sense) Proprioceptive (muscles and joints)
12
Vision Olfactory Auditory Taste Tactile Vestibular Proprioception Interoception (Internal Organs)
14
SKIN is the largest organ of the body It tells us when we are being touched Oral-tactile (Senses inside mouth)
17
18
“Flight, fright, fight” What kind of touch? e.g.: light, hot, pain Where is the touch? What is touching the body? Quality of the touch? Which is alarming, comforting, to be ignored or to be explored?
19
Fine motor control Gross motor control Visual perception Body awareness Praxis Social skills Emotional security
Oral Motor Control Arousal Level
body parts.
Planning.
and self regulation)
21
Body awareness Praxis Postural stability Grading of movement & pressure Emotional security
Arousal Level
Related to movement, gravity & balance Strong relationship with the auditory and visual
systems
23
Movement & balance Muscle tone Bilateral coordination Praxis Auditory language processing Visual spatial processing Emotional security Arousal level
regulate (modulate) ourselves before learning new
skills i.e.: feel safe
develop our motor skills (gross & fine motor) plan our physical actions (motor planning) interact with the environment and people
appropriately and meaningfully
24
Regulate attention Promote learning Improve behaviour
Not all behaviours are sensory!
Appeared noncompliant, difficult, strong-willed or
hyperactive
Described as intense, persistent, sensitive, slow to adapt
A behavior is considered ‘challenging’ when it affects
functioning of our daily activities (ADL) – self-care,
work/productivity, play
ability to attend, learn and master new skills social interaction and communication
To obtain/ gain/ achieve something i.e.: attention,
etc
threatening situations/ activities i.e.: difficult tasks, change schedules OR To escape from aversive/ unpleasant sensory input i.e.: ‘loud’noise, movements, etc
Off seat often Fidgety on seat Spaced out Pushing friends Biting objects Sleepy Tantrums Sensory based Compensatory/ Coping Communicative
Seeking Behaviours Communicative Sensory Attention
Productive Underresponsive Stimulate sensory processing Postural tone & arousal Personal needs - food, drink, toileting Preferred objects/ activities Non Productive Self injurious to release Endorphins
Need/Want an
Compensatory/Copi ng
Smiles, Hugs Being in control Shock/Surprise reactions
Avoiding/Escaping Behaviours Attention/ Event Task/Activity
Avoid strangers, situations Desired activity is interrupted or changed Task too difficult Fear of failing a task Over responsive Over stimulated Sensory processing disorder Pain/Discomfort Hunger Illness
Communicative Sensory Compensatory/ Coping
Is the behaviour challenging? What are they doing?
Do they avoid an activity most
children enjoy?
Are they overly
excited/”hyper”?
When do you see the behavior?
After recess? At the last hour?
How long does it last?
Biting (non– food obj) Coping (stress) Dislikes task/ task too difficult Auditory filtration visual- spatial ???? Sensory (seeks P/T) arousal lvl To attention
Fidgety (on seat) Compensatory To postural tone Poor core strength Poor endurance Coping (due to stress)
Dislikes task/ task too difficult
auditory memory visual tracking ???? Sensory (seeks V ) arousal lvl To attention
Hits classmates/obj ects
Communicative
Seeking attention Want to be in control/Rigid/ Perfectionist Why? Sensory (Seeks T/P) Poor gradation
exerted Poor body awareness
Hits classmates Coping ( stress) Dislikes activity/ Task too difficult Why? Dislike being touched or being in a crowd Over responsive to T
There is no magic recipe for ALL!
Activities that help achieve optimal arousal level for
learning and attention to happen, can either be ALERTING or CALMING
Your selection of activities depends on:
1.
students’ arousal level
2.
environment (i.e. classroom setting)
3.
logistics
Always choose “heavy muscle” work (proprioceptive
based) when dealing with big group of children
Any activities that involve muscle action against
resistance i.e. pushing, pulling, carrying, lifting
“Heavy Muscle” work, on its own, is usually “safe” – not
too alerting or calming
“Heavy muscle” work can be combined with:
Movement (vestibular) Touch (tactile)
MOVEMENT BREAKS
Frequent, short, intermittent Do “heavy muscle” work alone or combined
Let’s try some activities!