Sensory Workshop 2021

 What is anxiety distress and self regulation.

Anxiety is your bodies natural response to stress.

Children in dysfunctional environments do not get / learn regulation strategies because parents relationships to for example alcohol is stringer than the relationship to their child.

Distress is usually as a result of an external stimulus.

DSM-V Diagnostic manual defines disorders.

ASD (Autistic Spectrum Disorders) are an umbrella for pervasive disorders and Aspergers Syndrome are now put together.

Neuro Science

Typical brain can shift focus and cope with different situations

Generally an atypical brains is not wired to shift focus and change attention.

Important things to remember

Behaviour is Communication; A childs behaviour is what it is:

Ie a child leaving the class may not feel secure yet.

Helping to help with self-regulations.

Find the stressors --- Reduce them

eg distraction from outdoors, move them from the window.

Find unmet needs ------ Meet them

eg is the child hungry ---- feed them

Find Skill Deficits ------ Teach Them.

eg not learned to delay gratification; they have to learn to wait.

Sensory Integration

Sensory stimulus is all the senses being organised if one or more is in overload then the child cannot function and will behave inappropriately.

 Sensory Systems,

External; touch taste smell sight sound

Internal; Vestibular eg balance and eye movement; Proprioception eg location movement muscular awareness space.

Interoception; sensory awareness of your bodies signals ie hungry, toilet training etc. (resource from south australian education dept).

Have to remember that sensory experiences are multimodal.

Sensory Integration dysfunction

Avoidance eg what are they avoiding

Seeking what sensory are they trying get ie hearing

Body position eg how are they sitting 

Over arousal eg high activity

Under arousal eg low activity self absorbed.

Mazlows Hierarchy of Needs is a good example of sensory modulation.

Brain System Model Sensory input.

Coping strategies or systems to develop in students. Targeting the AUTOMATIC nervous system.

The aim is provide (practiced) strategies for the kids to use when they need them most, slow breathing, humming, meditation, music, gratitude, washing face, balanced gut microbe, exercise, massage, laughter, yoga, attachment/connection, animal based therapies, sleep, nature.

Sensory modulation directly targets these systems to alter stress and arousal levels.

Bottoms up sensory systems

Think about it; if a person is distressed they do not have the cognitive ability to process or self regulate, so a cognition, body, movement sequence will not work. A movement, body, cognitive approach is much better.

Building blocks for trauma sensitive schools

Feel safe; place to be safe.

Connecting; develop social skills, belonging, empathy, leadership.

Regulation; stress tolerance, brain knowledge.

Learn; development of skills, problem solving, decision making, growth mindset, perseverance.

Classroom Practices for dealing with traumatized children.

• Understand the child
• Manage your own reaction 
• I see you need help
• Structure consistency
• Tine in not out
• Consequences not punishment
• Support whanau.

Executive Function (how to develop the ability to manage self ie organising your self and stuff)

Can't write in their book.....logical option to sit them next to someone who can.

Always forget to bring pencil to school.....find someone to prompt them and challenge their behaviour.

Sensory modulation through the day. But not useful in extreme situations (that is behaviour).

Sensory Environment in the Classroom

Influenced by a range of purposes or Goals. 

What is the child needing touch hearing tasting?

Smell fragrance infusers to stimulate the class.

Colour swiss balls balance, bean bags touch, mud kitchen, tepees, target walls. 

eg sensory fence

Sensory modulation for grounding.

Power sensations

• touch 
• movement
• proprioception
• and scent

Resistance Deep Pressure

Movement 

Scents

Sensory modulation for alerting

Alerting sensations help us to feel more awake focus.

Movement; clapping, games.

Touch; cold wash, warm shower, hug hand touch.

Smell Taste; fragrance, fruit.

Sight; garden ocean colour

Sounds; music ear plugs white noise

You can do a sensory audit with your students; School Companion, Sensory Profile 2 form Pearson.

Pause Breath Smile a great New Zealand program endorsed by Mental Health NZ