MyTherapyPograms.Com
___________________________________________________________________________________
Solution: Sensory Regulation Module I – Page 1 of 2
SKU: SRCOT
Solution Plan:
Sensory Regulation: Allows children to maintain an appropriate level of alertness in order to respond appropriately across environments to the sensory stimuli present.
The processes involved in self-regulation can be divided into three broad areas: sensory regulation, emotional regulation and cognitive regulation.
Sensory Regulation: Allows children to maintain an appropriate level of alertness in order to respond appropriately across environments to the sensory stimuli present.
Emotional Regulation: Allows children to respond to social rules with a range of emotions through initiating, inhibiting, or modulating their behavior in a given situation to ensure social acceptance.
Cognitive Regulation: Allows children to use cognitive (mental) processes necessary for problem solving and related abilities in order to demonstrate attention and persistence to tasks.
Building Blocks to Self-Regulation
Behavior: The actions of a person, usually in relation to their environment.
Sensory processing: Accurate processing of sensory stimulation in the environment as well as in one’s own body.
Emotional Development/regulation: Involving the ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions.
Attention and Concentration: Sustained effort, doing activities without distraction and being able to hold that effort long enough to get the task done.
Executive Function: Higher order reasoning and thinking skills (e.g. what would mum want me to do in this situation?).
Planning and sequencing: The sequential multi-step task or activity performance to achieve a well-defined result.
Receptive Language: Comprehension of spoken language.
Social skills: Are determined by the ability to engage in reciprocal interaction with others (either verbally or non-verbally), to compromise with others, and be able to recognize and follow social norms.
Working memory: The ability to temporarily retain and manipulate information involved in language comprehension, reasoning, and learning new information.
If a child has difficulties with self-regulation they might:
Be under-reactive to certain sensations (e.g. not noticing name being called, being touched, high pain threshold).
Appear lethargic/disinterested; appearing to mostly be in their ‘own world’.
Have difficulty regulating their own behavioral and emotional responses; increased tantrums, emotional reactive, need for control, impulsive behaviors, easily frustrated or overly compliant.
Have tantrums that last for longer than typical
The number of tantrums or behavioral episodes per day is more than typical
Difficult to discipline
MyTherapyPograms.Com
_____________________________________________________________________________
Solution: Sensory Regulation Module I– Page 2 of 2
SKU: SRCOT
Solution Plan:
Typical behavioral strategies are ineffective.
Is easily distracted, shows poor attention and concentration.
Has poor sleep patterns.
Enjoys movement. Seeks out intense pressure (e.g. constant spinning, running around, jumping, crashing in objects/people).
Has delayed communication and social skills, is hard to engage in two-way interactions.
Prefers to play on their own or has difficulty in knowing how to play with other children.
Has difficulty accepting changes in routine or transitioning between tasks.
Has difficulty engaging with peers and sustaining friendships.
What activities can help improve self -regulation?
Sensory diet to provide sensory feedback to the body which enables better sensory regulation. These activities might include:
Wheelbarrow walking
Animal walks
Trampolining
Cycling
Swings (forward and back, side to side, rotary)
Rough and tumble play / squishing or sandwiching with pillows or balls.
Wearing a heavy backpack
Weighted items (wheat bag on lap while sitting or heavy blanket for sleep).
Chewy toys
Discrete skills: Activities that have a defined start and end point such as puzzles, construction tasks, mazes, and dot to dots.
Narrowly focused tasks: Sorting, organizing and categorizing activities (e.g. card games such as Uno, Snap or Blink).
Visual schedules enable a child to see and understand what is going to happen next. Schedules also help people to organize themselves and to plan.
Timers help with transitions as they tell the child how long and when they are going to have to do an activity. Timers also allow us to pre-warn the child when a favored activity is coming to an end.
Talking/question counters for the over-talkers: For small discrete periods of time where the child is engaged in an activity, provide a series (maybe 5) of talking or question counters. Each time the child talks or asks a question one counter is removed. When the child has no more counters, adults do not respond, and the child learns to hold onto questions and when to ask them.
Required Materials:
1.Trampoline
Description: Outfitters Trampoline for Kids
Link: https://amzn.to/3dnfOap
2.Timer
Description: Classroom Timers for Kids
Link: https://amzn.to/3ciqxCR
3.Weighted Blanket
Description: Weighted Blanket for Kids
Link: https://amzn.to/35wNI9C