Sensory processing shapes our everyday experiences. It is through our senses that we take in information and interact with the world around us
When our senses are organized, our brains are available for complex functioning and peak performance. Dysregulation, inattention, difficulty completing basic tasks, and lack of control of emotions results from disorganized senses that are not adequately interpreting stimuli. Occupational therapists are skilled professionals who educate students and IEP team members about sensory processing and how to implement strategies throughout the school day in order to promote sensory regulation.
Knowledge of the neurological/sensory processing system is crucial to achieve sensory regulation. Activities that affect your vision or hearing often do not last after the stimulus is removed. For example, if you are watching your beach screensaver and then return to work, the feeling of calmness quickly dissipates. Exercises or activities that provide input to the vestibular and proprioceptive systems are longer lasting. Having our central nervous system regulated provides the base of support to facilitate learning and higher-level thinking. This may include adding, removing, or changing the presentation of the stimuli from your workspace. I love to start treatment sessions with crawling, bear crawls, and ball walk outs to get students ready for fine motor or tabletop tasks.
As an occupational therapist, I prefer to use language and descriptions from the Alert Program or How Does Your Engine Run? (low, just right, high or overdrive) when discussing sensory processing with students. It is important to check in with students about their regulation state pre and post intervention, as well as to record which strategies may be effective within the classroom. Students are more likely to carry over these strategies within the classroom when language and therapy materials are simple and consistent across settings.
Another benefit of the Alert Program is that the language can be easily modified to incorporate students’ preferred interests. For example, when a student loved Winnie the Pooh, using a speedometer image, Eeyore represented “low,” Pooh for “just right,” and Tigger for “overdrive.” I also had a student who loved Ferris Bueller’s Day Off. We created a chart using pictures from movie scenes representing each level.
One student with sensory dysregulation became extremely successful in regulating himself when he used a 1-10 numbered chart, we collaboratively developed in our occupational therapy sessions. He identifies what level he is and is able to utilize a corresponding strategy. He then communicates his needs with his family and teachers in a way he was not able to before. This has allowed him to participate in activities and schoolwork that would previously trigger an overarousal that his mother had described as a meltdown which were difficult to recover from.
Once students have strategies to use, it is important to continue to educate them on being in tune with their body. I use a variety of games, obstacle courses, pictures, conversations, and other methods to ensure student participation and understanding. Students benefit from being exposed to hypothetical expected and unexpected experiences, and preferred and nonpreferred situations. Strategies for both calming and alerting are used with all students, even those that appear hyperalert most of the time.
Sensory regulation is the base of the pyramid of neurological processing that allows students to have improved attention, participation, and higher-level thinking skills. Communication with the entire IEP team is imperative to ensure carryover of sensory processing strategies throughout the day to achieve optimal learning. Demonstrating to teachers and staff how these programs can be effective within the classroom facilitates greater team effort and often, goal success. When students utilize their strategies consistently in the classroom, at home, and during therapy sessions, they can process and adapt their behavior successfully.
Author: Karlyn M. Goodman, OTR/L
