Stop the World, I Need to Get Off: The Future of Processing
1. Stop the World, I Need to Get Off:
The Future of
Sensory Processing
Disorder in the
Classroom
Daniel W. Eadens, Ed.D.
University of Southern Mississippi
Danielle M. Eadens, Ph.D.
St. Petersburg College
Florida Council for Exceptional Students Conference
October 2011
2. I have selective
hearing or difficulty
listening
“SPD is a neurologically-
based disorder where the
brain does not properly
process and integrate
input from the body’s
sensory systems.”
~Dr.Eadens
Drs. Daniel & Danielle Eadens FCEC 2011 2
3. Well Documented
Children respond to sensory experiences differently from peers without
disabilities. Sensory Processing Disorders (SPD) are well
documented :
• Initial Sensory Integration theory from Dr. Jean Ayres in the 1960s
• Basic Science Literature (Ornitz, 1989; Ornitz, Lane, Sugiyama, &
de Traversay, 1993; Yeung-Courchesne & Courchesne, 1997),
• Clinical Literature (Ermer & Dunn, 1998; Kientz & Dunn,1997;
Watling, Deitz, & White, 2001)
• First-Person Accounts (Cesaroni & Garber, 1991; Grandin, 1995),
including Eadens & Eadens, 2011 at FCEC.
Note: Initial appearance of Sensory Processing symptoms
often predate diagnosis (Adrien et al., 1993; Baranek, 1999;
Dahlgren & Gillberg, 1989; Lord, 1995).
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4. Current Research on
Diagnosis & Origin
OTs use the Sensory Profile (1999) & and the Sensory Processing
Measure (2007) to assess the sensory needs of children. Both
have significant reliability (internal consistency and inter-rater
reliability), (Brown, Morrison, & Stagnitti, 2011).
Welters-Davis & Lawson (2011) studies the relationship between
SP and Parent–Child play preferences. Results suggests a
possible relationship between some parent and child SP patterns
and between parents' SP patterns and their play preferences with
their children.
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5. Current Research
May-Benson, et al. (2010) systematic review of 27 studies, results
indicated that the SI Therapy approach:
– often results in positive outcomes in sensorimotor skills and
motor planning; socialization, attention, and behavioral
regulation; reading-related skills; participation in active play;
and achievement of individualized goals.
– Gains in gross motor skills, self-esteem, and reading gains
may be sustained from three months to two years.
In an inclusive kindergarten classroom, sensory needs and other
occupational skill sets can be better met with an Occupational
Therapist co-teacher to improve student results (Silverman,
2011)
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6. “Balance”
(prō'prē-ō-sěp'shən)
“Muscles”
Image courtesy of Asperger
Syndrome & Sensory Issues
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7. Sensory Disorder Subtypes
• Sensory Modulation Disorder
– Difficulty taking in sensation so that response, level of
arousal, and emotional tone are not appropriate to the
situation
– Includes children who seek/avoid sensations
• Sensory discrimination disorder
– Difficulty recognizing or interpreting
differences or similarities in qualities of stimuli
• Sensory-based motor disorder
– Dyspraxia (planning movement)
– Postural-ocular disorder (controlling
movement) Citations:
-Teresa Leibforth, OTR/L &
Karen Nathan, OTR/L
Drs. Daniel & Danielle Eadens -SPD Fact Sheet for MDs 7
9. Best Practices
Children BEST benefit from sensory integration therapy
(SIT) when all stakeholders: communicate, collaborate ,
create, commission, and carryout a specific “sensory diet”
plan for the child based upon the child’s specific needs,
circumstances, history, and severity.
• Occupation Therapist
• Physical Therapist
• Classroom Teacher
• Special Educator
• Counselor
• Parent
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10. Sensory Diet
• “A sensory diet is a daily or weekly list of
activities that the child can engage in during
regular routines to help maintain an optimal
state of arousal” (Spiral Foundation).
• Home versus school
Extreme Home Makeover, Vardon Family
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11. J’s Sensory Diet
Home School
AM
-Recess, including swings
-Food side & toothpaste flavor
choice (Accommodations per 504)
-Music on the way to school -Special cushion
PM
-Body sock -Slant board (handwriting)
-Trampoline -Sensory breaks
-Finger strengthening (opportunity to get up,
-Swing chair pushups, etc.)
-Walk/ride -Sensory items as needed
-Brain activating dance
-Soft sherpa blanket & animals -Testing breaks
-Classical music overnight -Preferential seating to
reduce
Rocking hold: as needed distraction/overload
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12. Z’s Sensory Diet
Home
AM
Trampoline
PM
Trampoline
Swing/walk
Foot rub School
Scalp massager Specials MWF: dance,
Classical music overnight gymnastics, sports
(desensitization) Swings, balance beam
Opportunity to play alone or
Body sock: as needed in different room if needed
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13. Occupational Therapy
• Swinging
• SteamRoller Z
• Climbing • “Crashing”
• Jumping • Jumping
• Fine motor muscle • Executive
development functioning planning
(writing, building
• Fine motor task
with small items, etc.)
speed
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14. Sensory Changes - Vestibular
• Since J started therapy three years ago,
high improvements:
– Age 3: Did not like to be swung around
– Age 3.5: Starts to like & seek out swings
– Age 5: Went on Thunder Mountain
– Age 6: Wants to fly!
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15. Sensory Changes – Feeding (J)
• Gustatory - Mild improvements
– Age 3: Will not try anything completely new
– Age 3.5: Trying anything new at least once
– Age 5-6: “too salty” if he does not like the
taste
• Tactile/Visual –Mild improvements
– Age 3: If it looks like I won’t like it, not trying it. Texture
stronger than taste
– Age 4: Learning to describe different textures, preferences
still strong
– Age 5-6: Taste = texture. Less revulsion to unwanted texture ,
but still a struggle
• Olfactory – Moderate improvement
– Age 3: If there’s a smell in the room I don’t like, I’m not eating
anything.
– Age 4: Selecting spices (cinnamon!)
– Age 5: Willing to try a food even if he does not like the smell
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16. Classroom Teacher Strategies
• Plan your lessons using Universal &
Differentiated approaches that include planned
opportunities to build sensory opportunities
• Provide ways for kids to get their sensory needs
met as a part of your lessons (the needs will be
met – either you choose or they will ;)
• Do brain building activities that develop
connections between hemispheres (music, brain
dance, brain gym, swinging side-to-side, motor & cognitive
activities paired together…)
• Know your kids and ensure that they get the
services they need, including early intervention
for SPD.
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17. Future of SPD in the Classroom
• Eventually, probable
addition to the DSM & is
already in most pediatrician
guides.
Sensory
• Expect it to be diagnosed Academic needs
more commonly data
• ADHD students may be
reclassified if misdiagnosed
Learning
• Increased partnerships Styles
with OT for early
screening and intervention
planning
• Will become part of the
data used in planning a
more effective learning Instructional
environment for ALL Programming & Lesson
students
Drs. Daniel & Danielle Eadens FCEC 2011
Planning 17
18. Children's Literature on
Sensory Disorders
• Meghan’s World by Diane Renna
• This is Gabriel Making Sense of School by
Hartley Steiner
• Arnie and His School Tools by Jennifer
Veenendall
• Squirmy Wormy by Lynda Farrington Wilson
• Howard B. Wigglebottom Learns to Listen by
Howard Binkow (not on Sensory but highly
recommended to assist in direct instruction
needed for organization/listening)
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19. Resources to recommend
for sensory feeding issues
• Just Take A Bite: Easy, Effective
Answers to Food Aversions and Eating
Challenges by Lori Ernsperger, Ph.D.
• Cooking Art: Easy Edible Art for Young
Children by MaryAnn Kohl & Jean Potter
• Eating for Autism: The 10-Step Nutrition
Plan to Help Treat your Child’s Autism,
Asperger’s, or ADHD by Elizabeth
Strickland, MS, RD, LD
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20. Recommended Resources for
Parents/Teachers
• Raising a Sensory Smart Child by Lindsey
Biel, M.A., OTR/L & Nancy Peske
• Answers to Questions Teachers Ask
about Sensory Integration by Jane Coomar,
PhD, OTR/L, FAOTA , Carol Kranowitz,
MA, & Stacey Szklut, MS, OTR/L
• The Out-of-Sync Child Has Fun by
Carol Kranowitz, M.A.
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