Dora Onwumere MS, OTR/L

Steven Seidman BS, OTR/L

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* * Making sense of the world around us and

ourselves.

* Processing the sensations to make appropriate motor and behavioral responses.

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* Occurs when the body is not registering, processing, or modulating sensory input, leading to misinterpretation of the child’s body and surroundings.

* In other words, the brain is not receiving, understanding and/or using the information that is coming from the child’s environment and body correctly.

* * Modulating Supports * Maintain attention

* Emotional regulation

*  Calming Interventions * Self regulation

* Alerting Strategies * Improve attention span

* Improves praxis * Improve fine/gross motor

skills

* Improve oral motor skills

*  Improve play skills * Increase social

participation

* Improve motivation

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* Preferential seating

* Headphones/ear plugs

* Office/Carrels

* Visual timers/picture schedules

* Fidgets, Velcro, theraband around chair legs, stress balls

* Calming/break area

* Weighted/pressure vest

* Weighted items

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* Deep breathing- in nose out mouth (candle) * Calming music, lower

lighting * Chewing gum and/or

sucking on hard candy * Exposing child to

different textures in the classroom (i.e. rice and/ or bean bins)

* Allow children who are sensitive to touch to stand in front or end of line

* Allow child extra space during circle time, or mark out spot for child to sit

* These are some activities to help enhance your

student’s attention: * Chair push ups * Wall push ups * Jumping Jacks * Mirror me movements * Student initiated imitation of movements/dance * Pushing down into the top of the table * Getting a drink of water and/or using the bathroom * Movement to Head, Shoulders, Knees and Toes song * Doing a silly movement * Transition movements, i.e. swimming like a fish while

transitioning from rug to desk * Allow child to be teachers assistant and pass out papers

* * Use appropriate desk/chair height: * Feet should be flat on the floor

and hips and knees bent at 90 degrees.

* Place a block/footrest/bin under

child’s feet if they don�t touch the floor.

* Allow alternative positions for doing work: standing, kneeling, laying on stomach to perform fine motor activities if child becomes�antsy”.

* Allow sitting on an inflatable cushion (such as Disc-o-Sit or Move �n� Sit) to help promote active sitting and proper posture and alignment.

* * Provide a slanted surface

to write/read on to help the child sit up straight. A slant board or a 3” binder can be used.

* Child should use a helping hand/ non-dominant hand to stabilize the paper while writing.

* Check the position of paper on desk when child is writing.

* Use a pencil grip and/or golf size pencils

* * Hand exercises before

writing * Bear claw, fists, pushing

hands/palms together, finger- thumb oppositions

* Use a mechanical pencil if the child presses too hard when writing

* Allow extra time for written work until the child�s writing skills improve and/or decrease the amount of written work in the classroom

* * Seat child close to board * Use a finger space to allow for adequate spacing during writing activities

* Decrease amount of glare on computer screens

* Provided students with appropriate lined paper

* Allow student to highlight with a maker as he/she reads

* Highlight lines of paper before writing

* Duplicate Whiteboard information on paper for student’s desk

* Brain Gym

* How Does Your Engine Run? * S’cool Moves

* Sensory Diets