{"id":2858,"date":"2021-09-21T04:22:46","date_gmt":"2021-09-21T04:22:46","guid":{"rendered":"https:\/\/enablenet.info\/wordpress\/?page_id=2858"},"modified":"2021-12-08T09:12:29","modified_gmt":"2021-12-08T09:12:29","slug":"sensory-behaviour","status":"publish","type":"page","link":"https:\/\/enablenet.info\/wordpress\/en\/sensory-behaviour\/","title":{"rendered":"Sensory behaviour"},"content":{"rendered":"

<\/p>\n

\"\"<\/h1>\n

Sensory behaviours, their<\/span> impact <\/a>and the<\/span> sensory diet<\/a><\/strong>\"\"<\/a><\/strong><\/h1>\n

<\/h2>\n

Observable sensory behaviours<\/span><\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
\n

Increased reactions to sensations <\/strong><\/span><\/h3>\n<\/td>\n

\n

Decreased reactions to sensations<\/strong><\/span><\/h3>\n<\/td>\n<\/tr>\n

Hearing<\/strong><\/span><\/td>\n<\/tr>\n
Is easily distracted by background sounds<\/span><\/p>\n

Overreacts to sounds<\/span><\/p>\n

Has unpredictable reactions to sounds<\/span><\/p>\n

Holds hands over ears to block noise<\/span><\/p>\n

Screams or cries at sounds in the environment<\/span><\/p>\n

Responds physically as if sound is a threat<\/span><\/td>\n

Does not respond to name being spoken<\/span><\/p>\n

Seems oblivious to sounds of surrounding activities<\/span><\/p>\n

Creates constant sounds as if to stimulate self<\/span><\/p>\n

Does not respond to any kind of sound (check hearing)<\/u><\/span><\/td>\n<\/tr>\n

Seeing<\/strong><\/span><\/td>\n<\/tr>\n
Is disturbed by bright lighting or avoids sunlight<\/span><\/p>\n

Covers part of visual field- puts hand over part of the page of a book<\/span><\/p>\n

Responds physically to appearance of certain objects or colours<\/span><\/td>\n

Is unaware of the presence of other people<\/span><\/p>\n

Is unable to locate desired objects, people<\/span><\/p>\n

Does not pay attention to visual prompts<\/span><\/td>\n<\/tr>\n

Touch<\/strong><\/span><\/td>\n<\/tr>\n
Does not like to be touched<\/span><\/p>\n

Avoids tasks with a strong tactile element (clay, water play, paint, food preparation)<\/span><\/p>\n

Complains about discomfort of clothing, refuses to wear certain clothes<\/span><\/p>\n

Responds negatively to textures in food, toys, Furniture<\/span><\/td>\n

Does not seem to notice touch of others<\/span><\/p>\n

Frequently puts things into mouth<\/span><\/p>\n

Has a high pain threshold, is unaware of danger because of low response to pain<\/span><\/td>\n<\/tr>\n

Balance and movement<\/strong><\/span><\/td>\n<\/tr>\n
Seems to tire easily when engaged in movement activities<\/span><\/p>\n

Is generally slow to move, or usually lethargic<\/span><\/p>\n

Takes a long time to respond to directions to move<\/span><\/td>\n

Seems to need constant movement<\/span><\/p>\n

Rocks, jumps<\/span><\/td>\n<\/tr>\n

Smell and taste<\/strong><\/span><\/td>\n<\/tr>\n
Eats a limited variety of food<\/span><\/p>\n

Gags, refuses food<\/span><\/p>\n

Spits out foods, medications<\/span><\/p>\n

Overreacts to smells in environment<\/span><\/p>\n

Avoids places or people with strong odours<\/span><\/td>\n

Licks objects in the environment<\/span><\/p>\n

Chews on objects inappropriately<\/span><\/p>\n

May ingest dangerous substances despite<\/span><\/p>\n

their unpleasant taste<\/span><\/p>\n

Sniffs objects and people in unusual ways<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Source: <\/strong>Alberta Learning, Teaching students with Autism Spectrum Disorders. <\/em>Alberta, Canada. 2003. https:\/\/education.alberta.ca\/media\/512925\/autism3.pdf<\/a><\/span><\/p>\n

<\/a>Consider the following to reduce the impact of sensory factors<\/span><\/h2>\n

\u00a0<\/em><\/strong><\/span><\/p>\n

Auditory:<\/em><\/strong><\/span><\/p>\n

Are there fans, loudspeakers, fire alarms, several people talking at once, air conditioners, bells, dogs barking, or scraping?<\/span><\/p>\n

What are the general sound level and the predictability and repetitiveness of sounds?<\/span><\/p>\n

What can be done to minimise the negative effect these stimuli may have on the student with ASD in the class?<\/span><\/p>\n

What is the time typically required by the student to process auditory information and\/or to shift attention between auditory stimuli?<\/span><\/p>\n

\u00a0<\/em><\/strong><\/span><\/p>\n

Visual:<\/em><\/strong><\/span><\/p>\n

Are there distracters, such as light, movement, reflection, or background patterns, that affect the student\u2019s ability to attend to the learning activity?<\/span><\/p>\n

What is the eye level of the student, the position of the teacher in relation to the student, and the distracters that may interfere with attention?<\/span><\/p>\n

How much time is required to shift visual attention?<\/span><\/p>\n

What effort is given to reducing the effects of aversive visual stimuli, so that the management of the student\u2019s behaviour is facilitated, and his ability to learn is enhanced?<\/span><\/p>\n

\u00a0<\/em><\/strong><\/span><\/p>\n

Tactile:<\/em><\/strong><\/span><\/p>\n

Are there textures that seem to be abrasive?<\/span><\/p>\n

Are temperatures appropriate to minimise negative effect on the student?<\/span><\/p>\n

Does the student demonstrate a need to explore through touch, and yet avoid being touched?<\/span><\/p>\n

What is the level of ability or defensiveness in the use of certain objects intended to support instruction?<\/span><\/p>\n

\u00a0<\/em><\/strong><\/span><\/p>\n

Vestibular:<\/em><\/strong><\/span><\/p>\n

How is the student\u2019s need to move and exercise accommodated?<\/span><\/p>\n

What are the individual\u2019s reactions to movement?<\/span><\/p>\n

How can the student\u2019s program incorporate needed movement without unduly jeopardising the attention and learning of other students in the class?<\/span><\/p>\n

\u00a0<\/em><\/strong><\/span><\/p>\n

Gustatory and olfactory:<\/em><\/strong><\/span><\/p>\n

What are the student\u2019s preferences in taste and smell with foods and other materials?<\/span><\/p>\n

How are the student\u2019s responses to the smell of materials incorporated into decisions made about activities?<\/span><\/p>\n

What is the appropriate behaviour, as affected by these smell preferences, suitable to teach for snack or mealtimes?<\/span><\/p>\n

<\/a>Sensory diet (sensory experience plan)\u00a0\"\"<\/a><\/span><\/h1>\n

It is an action plan to give a child the sensory experience they may need. Suitable sensory experience provided in supportive settings and predictable routines can help children regulate emotions, prevent overstimulation, and become calm. For children who tend to be under-stimulated, regular sensory stimulation may energise them and make them alert.<\/span><\/p>\n

Some guiding principles:<\/span><\/h2>\n