Sensory Processing, Self- Self-Regulation and Sensory Processing - PDF document

18/11/2019 GOALS : Sensory Processing, Self- • Self-Regulation and Sensory Processing • Sensory Motor Preferences Regulation • Different Strategies to help develop self-regulation and sensory processing Presentation for • Different sensory tools used to help with regulation Connexions Resource Centre Meghan Prouse O.T.R. O.T. Reg (Ont) www.elementsot.ca meghan@elementsot.ca (819) 412-1628 SELF REGULATION THE NERVOUS SYSTEM • The ability to manage stress. The brain can be separated into three control systems: • Primitive instincts . This includes the cerebellum and spinal • Refers to the neural processes that control the energy used cord. It controls our survival instincts such as breathing, to deal and then to recover from a stressor heart rate and body temperature. • The ability to manage one's behavior (thoughts, emotions • Emotional Control. This is our limbic system; the "emotional brain". It filters the feelings of pain, fear and and actions) to respond to the demands of a given situation. excitement under "pleasant or unpleasant" and adjusts its • Self-regulation is essential to maintain attention and responses accordingly. concentration. • Cognitive control. This includes the frontal, parietal, occipital and temporal lobe. It is described as the most advanced nervous system responsible for thinking and cognitive planning. THE EFFECTS OF THE NERVOUS SYSTEM ON SELF- THE EFFECTS OF THE NERVOUS SYSTEM ON SELF- REGULATION REGULATION Initially, the newborn uses the first order of self-regulation The development of the third order of self-regulation which consists mainly of the autonomic system and the requires advanced cognitive skills. The cognitive control limbic system. At this level, the regulation of breathing, system helps to develop problem solving, planning, temperature, sleep/wake cycles, muscle tone and survival organizing and self-evaluation. This mainly includes reactions take place. executive functions. The second order of self-regulation then begins to develop when the baby begins to develop and access the senses (vision, hearing, speech and movement). As the baby develops his motor coordination to move and vocalize, he uses self-regulation strategies unconsciously. 1

18/11/2019 SENSORY INTEGRATION “ Sensory integration is the brain’s ability to interpret and organize information from the senses- vision, hearing taste, smell, touch, balance, gravity, position and movement.” Sensory Integration International BASIC SENSES “Play is the work of children. Through play, children learn about themselves and the world around them. When all they see, hear, and feel makes sense to them, Sight Touch Smell a process of sensory integration occurs.” (sensory integration (Visual) (Tactile) (Olfactory) international) Taste Hearing (Gustatory) (Auditory) “HIDDEN SENSES” IMPORTANCE OF SENSORY REGULATION Sense of Balance and Movement (Kinesthetic) Sense of what is going on inside our body (Interoception) Input from Muscles and Joints (Proprioception) 2

18/11/2019 Sensory Integration Input Output -what we -Learning See, Taste, Hear, -Self-esteem Smell, & Touch -Self-control --how we -Attention experience: -Expressing Movement & feelings Gravity -Interactions/ Connection Feedback ROLES OF THE SENSORY SYSTEM ROLES OF THE SENSORY SYSTEM Protection 1. Protection • Fight, Flight, Freeze Reactions are -Perception of a stimulus as “something” vs “nothing” automatic responses to sensory -Sensory information keeps us safe: Fight, Flight, Freeze stimuli. 2. Discrimination • This system protects the us by: -Sensory information tells us “What is it?”  Increasing heart rate, respiration and -Helps us to learn about our world blood pressure, 3. Sensory Modulation/Regulation  Allowing the person to respond. - Sensory information provides an appropriate level of arousal in the nervous system o run away quickly, prepare to fight, -Essential to the development of self-regulation freeze, or hide. ROLES OF THE SENSORY SYSTEM ROLES OF THE SENSORY SYSTEM Sensory Modulation Discrimination • Sensory information provides detailed • Modulation is the brain’s regulation of its information about the environment. own activity • What is it? • Modulation provides a balance of arousal • Important for learning. Allows the child to focus on the meaningful aspect of a task or interaction Allows students to develop attention to task, impulse control, frustration control and a balance of emotional reactions Under- Over- arousal arousal 3

18/11/2019 Every move we make, Every response, Every word we say, is dependent upon what we take in through our senses. SENSORY PROCESSING CHALLENGES Sensory processing difficulties occur when the brain is not able to organize sensory input to effectively meet environmental demands. Sensory Modulation allows optimal function. SENSORY INPUT RESPONSE AND REACTION UNDER-RESPONSIVITY • Seeker (active) LOW INPUT THRESHOLD OVER-RESPONSIVITY • Sensors (passive) • Avoiders (active) UNDER-RESPONSIVITY • Under-Responder (passive) Sensationalbrain.com 4

18/11/2019 SENSORY PROCESSING CHALLENGES SENSORY THRESHOLD - When sensory input is disorganized/misinterpreted : • A range of unexpected behaviours might be seen  Reactions range from acting out to shutting down  Distracted, hyperactive  Tactile sensitivities-avoid messy activities, tags, touches and sounds may bother the child  Fearful of heights and movement  Decreased response to injury  Slow to respond when spoken to  Emotional outbursts, hitting,yelling  Wants to leave room, task avoidance  Difficulty with personal space OTHER FACTORS INFLUENCING SENSORY SENSORY PROCESSING CHALLENGES PROCESSING Sensory Defensiveness  General health • Sensory defensiveness may occur when a student does not discriminate and/ or  Fatigue modulate sensory input accurately.  Emotional Stress  Sensitivity to touch, light, sounds, smells or  Hunger or thirst movement  Minor sensory events can cause stress and anxiety  Highly distracted by sensory stimuli  “Everything bugs the child” REFRAMING BEHAVIOUR CHALLENGES Behaviour is communication, which the child can not put into words. The child may be attempting to tell us that he is overloaded, wants your attention, he can’t do the job or that he wants something. A child’s challenging behaviour is a problem to an adult…. to a child, it is a solution. Lorna Jean King 5

18/11/2019 LEVELS OF AROUSAL HIGH JUST RIGHT FOR LEARNING & PLAYING LOW LEVELS OF AROUSAL LEVELS OF AROUSAL HIGH HIGH JUST RIGHT JUST RIGHT FOR LEARNING FOR LEARNING & PLAYING & PLAYING LOW LOW HOW TO GET TO AND STAY AT THE EXPECTED LEVELS OF AROUSAL OPTIMAL LEVEL FOR THE ACTIVITY? HIGH HIGH ? JUST RIGHT JUST RIGHT FOR LEARNING FOR LEARNING & PLAYING & PLAYING ? LOW LOW 6

18/11/2019 MAKING SENSE OF YOUR SENSES CHANGING HOW YOU FEEL Sensory-Motor Checklist (for adults) Sensory Tools! 1. Put something in your mouth •Fill out the checklist •Reflect on your sensory preferences 2. Move •We will share our responses as a 3. Touch group. •Were your responses similar or 4. Look different than your neighbour? •Any surprises? 5. Listen SELF-REGULATION SCALES- HDYER SELF-REGULATION SCALES- HDYER Mary Sue Williams and Sherry Shellenberger SELF-REGULATION SCALES- HDYER SELF-REGULATION SCALES- Zones of Regulation Leah M. Kuypers 7

18/11/2019 SELF-REGULATION SCALES- Zones of Regulation SELF-REGULATION SCALES- Zones of Regulation SELF-REGULATION SCALES- Incredible 5-Point Scale SELF-REGULATION SCALES- Anger Mountain Lynne Kenney Kari Dunn Buron SELF-REGULATION SCALES- Zone’in SELF-REGULATION SCALES- Batteries Quint, Nicole (2012). POWER! Batteries with visuals. Cris Rowan Charged Battery Power Surge!!! Low Battery Low Power Ready to Learn High Battery 8

18/11/2019 HOW DO WE HELP CHILDREN COPE WITH SENSORY VISUAL INPUT PROCESSING DIFFERENCES? CALMING • Help children recognize their own sensory processing • Reduce distractions: empty walls, use of sheets! patterns and needs. • Less intense lighting tends to be most calming…natural lighting • Adapt or modify the environment • Small spaces: cardboard box, tunnels, cozy quiet places • Teach children to manage their behaviours using a variety of ALERTING self-regulation tools. • Bright sunlight • Bright colors • Glares • Increased visual input on walls More Visual Tools Tools for your eyes • Visual Schedules Consider visual preferences/sensitivities-lighting, color, amount of visual stimulation. • Pictures are cues • Assist with sequencing the tasks required • Tools/Strategies: • limit visual stimulation in the room • Visual Timers • study carrel, “personal offices” • Helps with transitions • avoid florescent lighting, turn off/dim lights • Goal setting…beat the red! • use a tent, or calm area, “bunny hole • watch calm visual objects AUDITORY INPUT AUDITORY INPUT continued ALERTING CALMING • Loud, fast or unpredictable sounds • Quiet, rhythmical, constant input • Music with strong beat • Soft voice • Other children using musical instruments • Reduce volume on TV or radio • Sounds in the gym, busy classroom or public area (store) • “white noise” to make environment neutral • Personal tape player or headphones 9