Classroom Behaviors as it relates to Sensory Processing Flashcards
T/F: Tight or light grasp signifies poor pressure modulation
True
T/F: Children that have difficulty modulating their emotional state may exhibit tight/light grasp
true
How to treat tight grasp?
wrap play doh on writing tool & show child if clay is misformed then they are pressing too hard
How to treat light grasp?
use carbon or trace paper and encourage to press through paper
When you see a child working on a task, what type of responsives should you be looking for?
associative
T/F: kids may have difficulty doing tasks because they cannot disassociate the movement
true
How to address tactile defensiveness
- use glue stick, squeeze bottle, rubber cement, scotch tape, popsicle sticks
- offer wet towels during task to wipe off hands
disctractibilty
usually has poor attention skills, impulsive, underlying problems (dyspraxia, hypersensitivity)
what are some signs of distractibilty
- will wander classroom & be disruptive –> overstimulation/understimulation
- *always check to see if it’s sensory or behavioral**
How to address distractibility
- put child in least distracting area
- offer cove for desk or quiet space to regroup
- provide opportunities for child to get up and move around
- offer chores around classroom “ heavy work” for input
- give modulation at desk (play doh) to help keep him calm
T/F: posture tells you a lot about psychosocial & social behaviors
true
symptoms and signs of bad posture
- slouch at desk
- difficulty crossing midline at desk (also vestibular)
- not a good sense of vertical & sit close to edge of chair Ifalling)
- poor processing of vestibular proprioceptive inputs
- lack of proprioceptive awareness
Methods to cope with posture
- use balls, wedges, pillows, beanbags during activities
- use slant table surface (lower risk of falling)
What dx is desk disorganization associated with?
dyspraxia
T/F: Disorganized desk, locker or cubby is common with children with sensory integration issues
true
Methods to cope with desk disorganization
- provide “clean the desk/cubby” time
- label places where supplies go
What is oral fixation?
child chews on clothing, hair or objects when stressed out
T/F: Stress is associated with sensory processing issues
True
Methods to cope with oral fixation
- offer stress reducing exercises for entire class
- replace oral stimulation with chewable object at end of pencil or silent whistle
- chewing devices (lower functioning individuals)
Symptoms of disorientation
- topographical orientation
- get lost from the classroom to other areas of the school (poor sense of spatial awareness)
- poor working memory
- offers makers along walls to common rooms or destinations
- kids with low vision may be dioriented
T/F: Lunchtime isn’t stressful for child with a disabilty
False– it is because it elicits sensory aversions
Social Behaviors Symptoms
- pushes other children who invade their space (fight/flight)
- no boundaries when playing with other children
- play tactile games & indicate that games are for being close
- require assistance. to enter into groups of children they want to play with
Tactile seeking example
child touching your hair, brushing against you
propceptive seeking example
kids that jump, lay
