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Sensory Solutions in the Classroom: Helping Children and Educating Parents
Techniques to Improve Self-Regulation, Focus, and Learning
RBAEYC Conference, St. Charles, MO – April 11, 2015
What is sensory integration?
Sensory integration (SI) is a neurobiological activity within our bodies in which the nervous system
processes information from the senses. Sensory integration is the brain’s and nervous system’s ability
to organize stimuli. When sensations flow in an organized manner, the brain can use these sensations
to form perceptions, behavior, and learning.
Far senses (sight, hearing, smell, taste, touch) vs. near senses (tactile, vestibular,
proprioceptive)
From infancy we develop the ability to filter out a tremendous amount of sensory information unless
we are in danger. However, some people’s filtering mechanisms don’t work properly, either filtering
too little or too much. This can result in a person having a hypersensitivity or hyposensitivity in one
or more sensory areas, which may categorize him / her as having Sensory Integration Dysfunction /
Sensory Processing Disorder.
Questions to consider:
1) What are some sensory sensitivities that I have learned to manage in myself?
2) How does sensory processing relate to other conditions, such as autism or ADHD?
3) What types of interventions can be useful for a child with sensory issues?
4) Can these interventions be helpful in promoting attention and learning for all children?
5) How can my knowledge of SI improve my instructional practices?
Sensory Solutions in the Classroom
Alicia T. Noddings, Ph.D.
Page 1 of 4
April 2015 – RBAEYC Conference
The hypersensitive (oversensitive)
child seeks less stimulation
Sensations
The hyposensitive child
(undersensitive) child seeks more
stimulation
The child avoids touching or being touched
by objects and people. He may react with a
fight-or-flight response to getting dirty, to
certain textures of clothing (e.g., tags in
clothes) and food, and to another person's
unexpected light touch.
Touch
The child may be unaware of pain,
temperature, or how objects feel. He may
play in the mud, paw through toys
purposelessly, chew on inedible objects like
shirt cuffs, rub against walls and furniture,
and bump into people.
The child may become overexcited when
there is too much to look at (e.g., words,
toys, other children). He may often cover his
eyes, have poor eye contact, or be
inattentive when drawing or doing desk
work, or overreact to bright light. He may be
hyper-vigilant (on the alert and ever
watchful).
Sights
Although able to see, the child may touch
everything to learn about it because his vision
is not sufficiently coordinated. He may miss
important visual cues such as another
person's facial expressions and gestures or
signposts or written directions.
The child may cover his ears to close out
sounds or voices. He may complain about
noises such as the vacuum or blender that
don't bother others.
Sounds
The child may ignore voices and have
difficulty following verbal directions. He
may not listen well to himself and may speak
in a booming voice. He may like the TV or
radio playing loudly or frequently hum to
himself.
The child may object to odors (such as a ripe
banana) that other children do not notice.
Smells
The child may ignore unpleasant odors such
as dirty diapers. He may sniff food, people,
and objects.
The child may strongly object to certain
textures and temperatures of food. He may
gag easily and often when he eats.
Tastes
The child may lick or taste inedible objects
such as Playdoh or toys. He may prefer very
spicy or hot foods, and he may suck or chew
things to soothe himself.
The child avoids moving or being
unexpectedly moved, may be insecure about
heights, or may be anxious when tipped off
balance. He may be earthbound and avoid
running, climbing, sliding, or swinging. He
may feel motion sick in cars or elevators.
Movement
(vestibular)
The child may be rigid, tense, stiff, and
uncoordinated. He may avoid playground
activities that require good body awareness.
Body position
(proprioceptive)
The child may crave fast and spinning
movements such as swinging, rocking,
twirling, and riding merry-go-rounds and
experience them without getting dizzy. He
may move constantly, fidget, enjoy getting
into upside-down positions, and be a
daredevil.
The child may slump and slouch. His actions
may be clumsy and inaccurate. He may bump
into objects, stamp his feet, and twiddle his
fingers.
(Adapted from: Kranowitz, C.S. (1998). The out-of-sync child: Recognizing and coping with sensory integration
dysfunction. New York: Skylight Press.)
Sensory Solutions in the Classroom
Alicia T. Noddings, Ph.D.
Page 2 of 4
April 2015 – RBAEYC Conference
Additional Resources: Books / Articles
- American Academy of Pediatrics (2012, May). Sensory integration therapies for children with
developmental and behavioral disorders. Pediatrics, 129 (6), 1186-1189.
- American Occupational Therapy Association (2008). Addressing sensory integration across the lifespan
through occupational therapy. Bethesda, MD: Bissell, J., Watling, R., Summers, C., Dostal, J., &
Bodison, S.
- Aquila, P., Sutton, S., & Yack E. (2004). Building bridges through sensory integration: Therapy for
children with autism and other pervasive developmental disorders. Las Vegas: Sensory Resources.
- Ayres, A.J. (1979). Sensory integration and the child. Los Angeles: Western Psychological Services.
- Bakley, S. (2001, November). Through the lens of sensory integration: A different way of analyzing
challenging behavior. Young Children, 56, 70-76.
- Blythe, S. Goddard (2004). The well balanced child: Movement and early learning. Stroud, United
Kingdom: Hawthorn Press.
- Goddard, S. (2005). Reflexes, learning, and behavior. Eugene, OR: Fern Ridge Press.
- Hannaford, C. (1995). Smart moves: Why learning is not all in your head. Alexander, NC: Great Ocean
Publishers.
- Kranowitz, C.S. (1998). The out-of-sync child: Recognizing and coping with sensory integration
dysfunction. New York: Skylight Press.
- May-Benson, T.A. & Koomar, J.A. (2010, May / June). Systematic review of the research evidence
examining the effectiveness of interventions using a sensory integrative approach for children.
American Journal of Occupational Therapy 64(3), 403-414.
- Miller, L.J. (2006). Sensational kids: Hope and help for children with sensory processing disorders
(SPD). New York: G.P. Putnam’s Sons.
- Noddings, A.T. (co-authored with Viola, S.) (2006). Making sense of every child. Montessori Life, 18
(4), 40-47.
- Ohanian, Susan (2002). What happened to recess and why are our children struggling in kindergarten?
New York: McGraw-Hill.
- Pellegrini, A.D. & Bohn, C.M. (2005, January / February). The role of recess in children’s cognitive
performance and school adjustment. Educational Researcher 34(1), 13-19.
- Preidt, R. (2014, September 11). Physical activity may boost school performance, especially for boys.
Retrieved from http://www.webmd.com/fitness-exercise/news/20140911/physical-activity-may-boostschool-performance-especially-for-boys
- Wallis, C. (2007, November 29). The next attention deficit disorder? Time. Retrieved from
http://www.time.com/time/magazine/article/0,9171,1689216,00.html.
- Whamond, D. (2014, September 8). Exercise helps children with ADHD in study. Wall Street Journal.
Retrieved from http://online.wsj.com/articles/exercise-helps-children-with-adhd-in-study-1410216881.
- Zygmunt-Fillwalk, E. & Bilello, T.E. (2005, Fall). Parents’ victory in reclaiming recess for their
children. Childhood Education 82(1), 19-23.
Additional Resources: Websites
- The Star Center, Denver, CO, operated by Lucy Jane Miller, a research center for sensory processing
issues - http://www.starcenter.us/
- Fact sheets, tip sheets, and other resources on sensory integration through the American Occupational
Therapy Association - http://www.aota.org/en/Practice/Children-Youth/SI.aspx
- Page on independent living with autism by Temple Grandin, including notes on “sensory overload”,
through the Center for the Study of Autism - http://www.autism.com/index.php/grandin_independence
- SI Focus – magazine and resources produced / directed by Carol Stock Kranowitz
http://www.sifocus.com/
Sensory Solutions in the Classroom
Alicia T. Noddings, Ph.D.
Page 3 of 4
April 2015 – RBAEYC Conference
Catalog with Classroom Tools
- Abilitations catalog, through School Specialty – www.abilitations.com
Additional Resources: Curricular Resources
- “How Does Your Engine Run?” by Mary Sue Williams and Sherry Shellenberger.
http://alertprogram.com
- Brain Gym - http://www.braingym.org
- Dennison, P.E. & Dennison, G.E. (1994). Brain gym: Teacher’s edition, revised. Ventura, CA:
Edu-Kinesthetics, Inc.
- Bal-a-vis X - http://www.bal-a-vis-x.com
- Hubert, B. (2001). Bal-A-Vis-X: Rhythmic balance / auditory / vision exercises for brain and
brain-body integration. Wichita, KS: Bal-A-Vis-X, Inc.
Presenter Information
Alicia T. Noddings, Ph.D.
Assistant Professor of Education, Missouri Baptist University, St. Louis, MO
[email protected]
314-485-8470
@NoddingsA
Link to PDF copy of PowerPoint presentation:
Sensory Solutions in the Classroom
Alicia T. Noddings, Ph.D.
Page 4 of 4
April 2015 – RBAEYC Conference