Sensory Integration: Tips to Consider

Visual Input

• Stares at spinning objects.
• Spins their own bodies.
• Turns opposite direction from where teacher is lecturing.
• Demands to wear sunglasses indoors.
• Extremely organized or unorganized room (i.e. knows when an object has been slightly moved).
• Looses place when reading.
• Gives no eye contact or looks beyond person’s face.
• Trouble locating desired toy on cluttered shelf.
• Turns or tilts head when reading across a page.
• Misjudges spatial relationships so bumps into people or things.

Auditory Input

• Covers ears for a fire drill or when class is loud.
• Runs from loud area.
• Complains of noises in room or outside of window (i.e. lawn mower, heat blower, insects on window, students writing on paper).
• Covers ears in the cafeteria or cannot go into the gym when there are many people in it.
• Demands that dad puts “Rain X” on the windows so won’t have to use windshield wipers when it rains.
• Doesn’t respond to verbal prompts when putting on noisy clothes (i.e. sweat pants).
• Hums or sings to self.
• Demands that only one person talks at the dinner table.
• Talks louder than anyone in the class.
• Prefers very loud music or none at all in the car.
• Runs out of restroom as toilet flushes.

Tactile Input

• Throws arms back when about to be picked up by adult or pulls away when trying to hold child’s hand.
• Is always hanging on adult or laying between his box spring and regular mattress.
• Avoids touching certain surfaces or textures (i.e. fabrics, carpets).
• Prefers to touch specific fabrics (i.e. ladies hose).
• Dislikes getting hands or feet messy (i.e. sand, creams, paint).
• Touches everything in sight.
• Avoids being touched on the face, hair or head (i.e. washing face, hair cut).
• Doesn’t react to pain such as cuts, shots, bruises, or breakage of bones.
• Person may bite his or her own skin.
• Reacts negative when approached from behind.
• Wears shorts even in extreme cold temperature.

Taste and Smells

• Won’t eat certain foods (i.e. texture or taste) or eats extreme tasting foods (i.e. lemons, hot sauce).
• Gags when told to eat food doesn’t like.
• Licks or tastes playdough or toys.

• May say “you stink” to staff when wearing a strong perfume or cologne or if can smell onions on staff’s breathe from lunch.
• On the opposite extreme, student may smell everything they touch to become orientated and comfortable with the object or thing.
• Breathes through their mouth instead of their nose.
• Won’t visit certain environments (i.e. farms, petting zoos, fish stores).
• Does not mind smell of own bowel movement or dirty diaper.
• Won’t use the restroom at school.

Proprioceptive Input

(Difficulty interpreting sensations from the muscles, joints, ligaments, and tendons)

• Pulls, twists, or chew on things (i.e. shirt, gum, pencil).
• Frequently breaks toys or hurts classmates when didn’t mean to.
• Leans, bumps, trips or crashes into objects.
• Walks along touching walls.
• Too much pressure when writing (i.e. writes letter over and over again until puts a hole in paper).
• Deliberately falls or crashes into things.
• Constantly seems to “physically tackle” everything.
• Stands too close when talking to others.
• Walks stiff and uncoordinated.
• Pulls on fingers or crack knuckles.

Vestibular Input

(Over or under sensitive to balance and movement sensations)

• May seem to be a “thrill seeker” (i.e. jumping from high places, driving fast)
• May be sendentary or cautious or hesitant to take risks
• Difficulty coordinating movements of the eyes
• Trouble staying seated
• Constantly leans head on hand or arm
• Prefers to lie down than sit upright
• Feels seasick, when riding in car, boat, train, airplane, escalator or elevator
• Extreme loose or tense grip on pencil or scissors
• Enjoys being upside down
• Easily looses balance when riding a bike or climbing stairs

Visual Ideas

• Limit the amount of visual material hanging from ceiling or walls.
• Store manipulatives inside containers.
• Organize and label all material to identify where they belong.
• Put pictures on containers for students with poor visual memory.
• Use picture templates of where items belong in places (i.e. desk, room).
• Tape a number or letter line onto student’s desk.
• Provide primary lined paper or graph paper to help with spacing.
• Keep amount of visual information on worksheet to a minimum.
• Use a lamp instead of overhead fluorescent lighting.
• Use a touch screen instead of computer mouse.
• Use computer software to organize material.
• Allow student to sit with back to teacher (i.e. look at a solid wall).
• Have student write notes and use a peer’s note as well.

Auditory Ideas

• Minimize verbal directions.
• Use ear plugs or head phones.
• Allow time for student to listen to favorite music (i.e. classical, Dixie).
• Use more visuals with pictures or words.
• Use social stories about what might happen or sounds that can be heard in the room.
• Desensitize a student to an area by slowly integrating him or her on numerous visits.

Tactile Ideas

• When a student says a touch "hurts" or pulls away, acknowledge their pain and stop touching.
• Experiment with types of clothing that are comfortable (i.e. terry cloth, all cotton, several times washed, no labels).
• Provide easy access to small hand fidgets (i.e. squishy, soft, textured, soft).
• Allow student to sit in a bean bag chair.
• Refer to occupational therapist for further ideas (i.e. weighted vest, utensils, "brushing").

Taste and Smells Ideas

• When rewarding student with food or cooking time, use food they already like.
• Keep all poisonous substances locked up safely.
• Talk with nutritionist about diet.

• Have a scented lamp, candle, lotions, liquid soap, scented markers or stickers available to smell to calm student.
• Be aware that if you have a scented object, the student may act adversely to that particular smell.
• Keep Kleenex tissue readily available.
• Use minimal amounts of perfume or cologne.
• Be aware of soaps or detergents use - Use scent free laundry products.

Proprioceptive Ideas

• Engage student in up and down movements (i.e. jumping rope, bouncing a ball, trampoline) to wake up student.
• Back and forth movements (i.e. swinging, sitting in rocking chair) may help calm student.
• Use stress balls, theraputty and fidget toys.
• Allow chewing on crunchy, chewy items (i.e. bubble gum in freezer, licorice sticks, pretzels, carrots).
• Designate an area in the room to stomp feet or pace.
• Never take physical education or recess away from a student (i.e. need deep pressure activities like running, jogging).

Vestibular Ideas

• Create heavy work activities (e.g. take down chairs in computer lab, take garbage out at lunch, take a pile of encyclopedia to library).
• Slowly move from extreme positions (i.e. sitting on floor to standing).
• Slow down our own movements.
• Use bands across front legs of desk.
• Have student sit on wiggle cushion or ball.
• Allow frequent breaks throughout the day.
• Have student jump on trampoline.
• Use sticker or stamps to identify left/right.
• Play games using repetitive alternating and rhythmic movement.
• Reinforce dominant hand use.
• Play on merry go round, ride roller coasters, hang upside down, play team sports, swim, twist chains of a swing and untwisting, go sledding, slide down water slides.