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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

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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

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