Andrew seems to
have some "sensory issues" that we try to address.
He seems more aware and
relaxed after jumping on his little trampoline,
swimming in the pool or swinging
I try to have him "sensorized" (my word for when Andrew is done
with sensory activities)
before his sessions and the therapists are trying
to incorporate it into his "break" times.
There are some occupational
therapists that are trained in this area.
I would suggest you try some of
their techniques. There are many things you can do that don't require purchasing
things. My speech therapist and occupational therapist from the Early
Intervention Program helped train my family and therapists how to use the
activities below to "ready" Andrew's senses to learn. Once he performs some of
these activities, he is more prepared to sit down, relax, and focus on his
Let me know of any
suggestions that you have that I can pass on to other parents.
PRESENTING PROBLEMS SEEN IN CHILDREN WITH SUSPECTED
(For identification of sensory system dysfunction,
several symptoms must occur together.)
Low muscle tone
May dislike being on back
May startle easily
Slow development -
or less than normal quality of movement
continue with addition of the following)
Overly upset by slight injury
of walking on some surfaces
Fear of slides, other movements
Slow language development
Rejects many foods because of
CHILDHOOD - Pre-K to 3rd grade
(above may continue with
addition of the following)
Fine motor problems (i.e., handwriting,
Dislikes textures (i.e.,
Difficulties in gross motor activities
Often accidentally breaks toys during play
Strong dislike for
certain types of clothing
MIDDLE CHILDHOOD - 4TH - 6TH grade
continue with addition to the following)
Poorly organized or compulsively
Reversals in writing and reading
Trouble keeping up with peers
(above may continue with addition
to the following)
Immature in physical skills and social
More pronounced behavioral problems (i.e., acts out, picks
Loses or forgets things
Often socially isolated
individual sports (i.e., running, swimming)
Chooses heavy contact sports
(i.e., football, soccer)
Avoids team sports (i.e., basketball,
May be overly emotional
Information taken from:
Frames of Reference for Pediatric Occupational Therapy,
Paula Kramer, Jim
THE LEARNING BLOCKS OF
Level 4 - Academic Readiness (By 6
Complex Motor Skills
Regulating Attention & Organized
Specialization of Body & Brain
Level - 3 Perceptual-Motor Skills (By 3
Auditory & Visual Perception
Eye-Hand Coordination (Pencil
Level 2 -
Perceptual-Motor Foundations (By 1 year)
Body Percept (Body
Motor Planning (Praxis)
Level 1 - Primary Sensory
Systems (By 2 months)
Tactile Sense (Touch)
Vestibular Sense (Balance
Proprioceptive Sense (Body Position)
Visual & Auditory
Illustration taken from The Out-of-Sync-Child, Carol Stock
jumping skipping crawling -Imitation of gross motor movements (remembering
use only age appropriate skills), Demonstration of actions named, following
locative directions (in, out, on top, under, around. Through. Next to, in
front, in back).
Wall push-ups/push-ups, sit-ups, etc.-Discuss sequence of events, ("First
we are doing push-ups, and finally we will find our seats.").
Sitting in a bean bag-Great for story time, Use during listening activities.
Obstacle Course-Imitation of gross motor movements, Demonstration of actions
named, Describing actions , Following locative directions (in, out, on top,
under, through, next, in front,/back).
Wheelbarrow walking-Let individuals race each other, Talk about locatives
"Who was in front/behind?"
Moving chairs/desks-Rearrange room/chairs using prepositions ("Put your chair
next to Cathy's chair."), Describing where they want to move their chair using
Tug-o-war-Following directions (simple or complex), Following directions involving
adjectives/adverbs, Sing songs.
on plastic tubing, twizzlers, tootsie rolls-Great during story time or for
Chewing gum-Use only in controlled situations (only at given times).
Eating crunchy snacks, pretzels/popcorn/nuts/chips-
Great to do before articulation/speech
activities-wakes up the mouth.
Eat sour/bitter/spicy snacks-Great to do before articulation/speech activities
wakes up the mouth.
Around the Rosie- Locatives & descriptives (next to, around, up, down, fast,
Following directions. Turn-taking
London bridges- Locatives & descriptives (under, in, out, around, in front
of, behind, fast, slow)
Sitting on a move-n-sit, a rocking chair, - Great for story time. Or a Ther-a-ball
Erasing the chalkboard in a rhythmically motion- Imitating actions following
directions Describing actions using adjectives.
Exercises such as picking up cherries, jumping jacks, windmills, toe touches-
Discuss body parts-great for identifying/labeling.
Following a sequence of events (1st, 2nd , 3rd ).
Stretching exercises (reaching for the sky, reaching for toes, side to side)-
Great relaxation exercises for the children with dysfluent speech.
Swinging- Great for very structured one-to-one activities.
Increased eye contact. Turn taking. Use of requests for "More", "Fast", Slow",
sanitizer- Imitation of movements (gross & fine motor)
Identifying/labeling body parts. Following directions.
Textured toys- Great for pretend play.
Fidgets- Great during story time or listening activities.
Finger painting with various mediums- Imitating strokes, circles, letters,
Following directions. Requesting for supplies "I need more paint/shaving cream."
Describing the feel of the medium "It's sticky/squishy/soft."
No Bake activities (Trail mix, Chex mix, Pudding, etc.)- Following directions
& sequence of events. Describing actions. Following locative directions.
Sensory boxes for hands and feet- Encourage pretend play.
Use cup, bowls, spoons to incorporate functional use of objects.
Follow locative commands (in, out, next to, under, in front of, etc)
Labeling objects in box using stereognosis (Naming by just touching objects)
Identifying objects using attributes named ("Find the squishy, soft, round
Stone Oak Therapy:
85 NE Loop 410 Ste. 312, San Antonio, Tx 78215,
Phone: 210-340-2627, 210-599-2030(NE side).
Carol Kranowitz's site
Marie's Sensory Integration Page, one mother's compendium on SI
Pocketful of Therapy - Toys and educational products
Sensory Integration According to Cindy Hatch-Rasmussen, OTR,
Center for the Study of Autism's SI link
Sensory Integration Resource Center
Special Clothes for special children
S.I. Net - Sensory Integration Resource Center
Nashville Sensory Integrative Dysfunction Foundation
Sensory Integration International
American Occupational Therapy Association
Henry Occupational Therapy Services Inc
Through the Looking Glass
The Unicorn Children's Foundation
Internet Resources for Special Children
Prelude Music Therapy
MADORE FAMILY'S AUTISM RESOURCE SITE:
OUR STORY RESOURCES
HELP HOME PROGRAM
JUST DIAGNOSED TREATMENTS