Managing Your Child s Sensory Needs at Home Greenwich ASD Outreach - - PowerPoint PPT Presentation

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Managing Your Child s Sensory Needs at Home Greenwich ASD Outreach - - PowerPoint PPT Presentation

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Managing Your Child s Sensory Needs at Home Greenwich ASD Outreach Service Presented by: Roz Weeks Outreach Speech and Language Therapist/ Manager Sue Smith Outreach Occupational Therapist 11 th October 2012 Name of presentation

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Managing Your Child’s Sensory Needs at Home

Greenwich ASD Outreach Service Presented by: Roz Weeks – Outreach Speech and Language Therapist/ Manager Sue Smith – Outreach Occupational Therapist 11th October 2012

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Greenwich Services for Children with Sensory Processing Difficulties

Willow Dene School

  • Full-Time

Sensory Processing Coordinator

  • ASD

Occupational Therapist (3 days)

ASD Outreach Service

  • ASD

Occupational Therapist (2 days)

  • ASD Teaching

Assistants

Greenwich Health Services(Oxleas)

  • Complex Needs

Occupational Therapists

Charlton School

Complex Needs Occupational Therapists

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Triad of Impairment

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Aims of Today’s Session

For families to have a greater understanding of:

  • The senses
  • Sensory Integration
  • Sensory Processing difficulties and its effects
  • Sensory approaches and strategies
  • The Impact on family life
  • Your child’s sensory needs and ‘unlocking the key’
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Group Warm-up Activity

‘Talking Mats’

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Senses

  • Concept of Sensory Integration
  • The senses
  • The sensory systems
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Sensory Integration

  • Ayres, 1979 stated:

– “sensory integration is the organisation of sensation for use". It involves turning sensation into perception. Senses Information processed by the brain Output (Behaviour, Communication, Movement etc)

→ →

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Sensory Integration

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The Eight Main Senses

  • 1. Touch (Tactile System))

Skin

  • 2. Taste (Gustatory System)

Tongue

  • 3. Smell (Olfactory System)

Nose

  • 4. Sight (Visual System)

Eyes

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The Eight Main Senses (cont.)

  • 5. Hearing (Auditory System)

Ear

  • 6. Balance and Spatial Awareness (Vestibular

System) Inner Ear

  • 7. Body Awareness and Movement

(Proprioceptive System) Joints and Muscles

  • 8. Internal (Interoceptive System)

Organs

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The Tactile System Our sense of touch

The system allows us to:

  • Feel hot/cold, sharp/dull/, rough/smooth.
  • Find and discriminate objects (feeling around in your

handbag)

  • Detect pain and pressure
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The Vestibular System

This system allows us to:

  • Coordinate the movement of the eyes, head and

body through space and movement

  • Balance, swing on a swing, coordinate the two sides
  • f our body and catch ourselves when we stumble
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The Proprioceptive System

This system uses unconscious information from the muscles and joints to give awareness of body position and body movement. It allows us to know:

  • That our body is skewed when sitting on a chair
  • That our body is skewed when we lie flat on the floor
  • How to hold and use a pencil
  • How to bounce a basketball
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The Interoceptive System

  • This system uses unconscious information from our
  • rgans to give us awareness of internal body

functions and needs: It detects such sensation as:

– Thirst – Hungry – Stomach Ache

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Thought Excercise: Running

  • Prepare ourselves
  • Stand upright
  • One step after another
  • Speed and Pace
  • Obstacles
  • Bumpy surface
  • Knowing when we have pushed ourselves but not
  • ver exerted ourselves
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Sensory Activity

Logan

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Take a Break

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Sensory Processing Difficulties

  • Acceptable behavioural responses
  • An explanation of sensory difficulties

– neurological threshold and behavioural response

  • Signs and symptoms
  • The Impact
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Behavioural Responses ACTIVITY HOW MANY OF YOU ……

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Relationship between Neurological Threshold and Behavioural Responses

Printed from Dunn, W., The Impact of sensory processing difficulties on the daily lives of young children and their families.

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Signs and Symptoms

  • Over or under sensitive
  • Unusual activity level
  • Difficulties with coordination
  • Delays in communication skills
  • Difficulties in motor skills
  • Difficulties in academic achievement
  • Poor self concept
  • Difficulties with executive functions
  • Challenging behaviours
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The Effect of Sensory Processing Difficulties

  • Interferes with daily activities
  • Interferes with concentration
  • Negative or disruptive on others
  • Cause of anxiety or distress
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Approaches and Strategies

  • Overriding approach
  • Sound sensitivity
  • Touch sensitivity
  • Visual sensitivity
  • Vestibular and Proprioceptive difficulties
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Overriding Approach

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Sensitivity to Sound

  • Avoidance
  • Gradual exposure
  • Quiet space
  • Workstation location
  • Sound limiting technologies
  • Alternative sounds
  • Support
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Sensitivity to Touch

  • Tactile defensiveness
  • Do not force
  • Space
  • Encourage using ‘fun’
  • Avoid light touches
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Visual Sensitivity

  • Try to limit exposure
  • Fluorescent lighting
  • Hair growth and hoodies can be an indicator
  • Reading and writing aids
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Vestibular and Proprioceptive Difficulties

  • Weighted equipment
  • Rebound therapy
  • Activities

– Balance – Individual – Deep pressure – Gravity challenging

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Self Regulation

  • The ability to independently implement strategies in
  • rder to manage sensory sensory difficulties.
  • The Alert Programme™

– ‘The Just Right Zone’ – ‘Too High’ – ‘Too Low’

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Sensory Activity

Revisit Logan

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Research

How Sensory Experiences of Children With or Without Autism Affect Family Occupations.

  • (Sheilds Bagby et al. 2012)
  • Two groups – families with typically developing

children and families with a child with an autistic spectrum diagnosis.

  • Study collated information about activities that they

did together.

  • Compared the information to highlight the differences

and similarities between the two groups.

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Research Overview

Study describes:

  • What effect children’s sensory experiences may have
  • n family occupations.
  • Similarities and differences between children with

Autism and children who are typically developing.

  • The effect of children’s sensory experiences on family

routines at home and in the community.

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Similarities between the two groups:

  • Identified meaningful routines
  • Benefits of physical activity in ‘getting out the child’s

energy’

  • Avoid prior negative sensory experiences
  • Exposing the child to stimulating sensory

environments

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Differences between the two groups:

  • Time needed for planning an activity
  • The extent to which experiences, meaning and

feelings were shared

  • Parents doing things as a family or going different

ways so that certain members could bond with each

  • ther
  • Parents’ feelings
  • Forming cognitive connections
  • Shared experiences
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Conclusions

Children’s sensory experiences affected:

  • What the family chose to do or not to do.
  • How the family prepared.
  • The extent to which experiences, meanings and

feelings were shared

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My Conclusion

  • Prepare your child
  • Plan the activity
  • Consider the sensory environment
  • Decide upon strategies
  • Consider an exit strategy
  • Reward
  • Reflect
  • ‘Unlock the key’ through ‘a meeting of minds’
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Questions?

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Feedback and Evaluation

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Recommended reading:

  • The Out of Sync Child by Carol Stock Kranowitz

(2005)

  • Understanding Sensory Dysfunction by Polly Godwin

Emmons and Liz McKendry Anderson (2005)

  • Sensory Perceptual Issues in Autism: Different

Sensory Experiences-Different Sensory Worlds by Olga Bogdashina

  • Sensory Integration and the Child. 25th Ed. by A Jean

Ayres (2005) Useful websites:

  • www.sensoryintegration.org.uk
  • www.alertprogram.com
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References:

  • Sheilds Bagby, M., Dickie, V,A., & Baranek, G,T. (2012). How sensory experiences of

children with and without autism affect family occupations.

  • Ayres, J. (1979). Sensory Integration and the Child.