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Applying the Transdisciplinary Model: 

Utilizing a Sensory Integrative Approach

Pali Gill, OTR/L, MS, PPS, MFTIRyan Melton, PhD, LPC, ACS

Rebekah Mathweg-Melton, EdS

What we will cover today

O The sensory system & integrationO Basic sensory strategies when working with

students O Define transdisciplinary teamsO Maximizing team effort across disciplinesO Case examples

What is Sensory Integration?

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Senses that make up the Sensory System?

O TouchO Taste O SmellO VisionO Sound (Environment)O Vestibular (movement and balance against

gravity)O Proprioception (Movement in space and

muscle contractions)

Start with Activity 

O Watch or BraceletO Move from Right to Left or Left to

RightO www.youtube.com/watch?v=D1G

5ssZlVUw

Neuronal Tracts 

O The best way to describe the neuronal tracts as they relate to sensory integration is telephone wires from the brain to the spinal cord (body).

O These telephone wires work together in a balanced manner. When balance is not occurring the outcome is overstimulation or under-stimulation. This is when individuals with SPD demonstrate modulation and regulation challenges.

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Neuronal Tracts

O In particular the two neuronal tracts heavily focused on are: the protocritic (protopathic)and epicritic pathways (telephone wires from the brain to the body).

Protocritic (Protopathic) Neuronal Tracts 

Protocritic Pathway is responsible for:O Deep Touch (Crude Touch) O VibrationO TemperatureO Pain

Epicritic Pathway

The Epicritic Pathway is responsible for:O Light TouchO Localization of TouchO Postural SenseO Kinesthesia (Body Parts in Space)O Stereognosis (Identifying objects without

use of vision. Use of touch and by feeling object).

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Transdisciplinary vs. Multidisciplinary vs. Interdisplinary

(Bruder 1994)o Share roles and systematically cross boundaries (role release).

o Pool and integrate expertise to provide more efficient and comprehensive assessment & intervention.

o Continuous give‐and‐take on regular, planned basis.

o Professionals teach, learn and work together toward common goals.

o Usually results in less daily contact with person.

Trans-Disciplinary Treatment Team

Case Study of Ryan Ryan is a 7 y/o boy in the 1st grade. Majority of the school day, Ryan is off task. He is grabbing items from student’s desks, the teacher’s desk, and he is unsuccessful with art projects. During art projects he uses too much glue, too much glitter, and he presses hard on the crayons and breaks them.

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Rebekah

Rebekah is a 13 y/o 7th grader. She is disorganized, she can’t remember where her daily homework notes are placed, she appears to be anxious during passing periods. Passing periods are when Rebekah appears most anxious because she’s afraid her peers will bump. She frequently eats lunch alone in the school hallway. She frequently leaves her PE uniform at home despite disciplinary referrals. Her student file reveals student disciplinary actions resulting from hitting, pushing and yelling at others.

Questions for the Case Studies

What might be Ryan’s Sensory need?

What might be Rebekah’s Sensory need?

Why do you think those are the needs? What are the clues/indicators?

TD Meeting FormatStudent Ryan: is a 7 y/o boy in the 1st grade.

Family Exercise before school. Come to school with favorite fidget.

School Psychologist Environmental adaptations during testing.

Counselor Variety of fidgets available during session opportunities to move.

Occupational Therapist SI Items. Adaptations. Quiet space in classroom, ex. tent. Sensory fidgets in tent. Velcro strip on desk. Move ‘n’ sit cushion. Lap buddy.

Teacher Implement recommended strategies, allowing student to leave 2 minutes early during passing periods to decrease anxiety (of being bumped), doing homework checks, and assigning seats, and identifying, providing outline of class discussion/notes, and consistent grouping for group work.

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TD Meeting FormatStudent Rebekah: is a 13 y/o girl in 7th grade.

Family Provide parents with info on compression clothing, ex. T-shirts. Provide options for physical activity increasing SI input.

SchoolPsychologist

Provide recommendations for organizing tools. Ex. Planning systems/techniques, assignment logs, etc. Development of behavior support plan and assist parent’s and staff with strategies for student success/de-escalation and academic access.

Counselor Assist her to process her differences and anxieties. Assist her to establish coping skills and assist her to develop a plan when overwhelmed during the school day.

Occupational Therapist

Consult and collaborate with multidisciplinary team. Assist with organization strategies. Provide a safe place on campus for self-regulation. Provide exercises that can assist with decreasing sensory sensitivity; such as a weighted lap buddy, a pillow, etc.

Teacher Integrate physical activity routine. Self-selected visual activity menu. Implement and monitor student breaks as needed.

Strategies

Strategies for Sensory Input

O Holding positions assist with exhausting muscles and utilizing deep muscle fibers. This assists with the “on the go kids,” the wiggly kids, and the distracted kids.” Exhausting motor units also increase tonicity. Ex. Yoga for kids. (Calming Exercises).

O Auditory: Providing a quiet space in the classroom or a music/iPod station, ear plus, calming background music, etc.

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Strategies for Sensory Input 

O Visual: Minimize posters and having a busy room if the child is overstimulated. Often the quiet space can provide the same environmental adaptation. Another suggestions is provide multiple privacy shields in the classroom for students to use.

O Touch: Tactile input: Jellybeadz. Provide opportunities for the student to have objects under the desk or on the side of the desk to provide sensory input. Ex. Velcro, Fidgets on pencils, tangles, therapy putty, bendeez and sand art.

Strategies for Sensory Input

O Oral Motor Input: Dr. Blooms chewable jewels (necklaces and bracelets). Chewelry. Water bottle.

O Proprioception: Had held bean bags, weighted lap buddies, and weighted vests.

O Vestibular input: Move ‘n’ Sit cushions, jumping jacks, touch toes fast, marching in place, and balancing on one foot. (Alerting Exercises).

Strategies for Sensory Input

O Smell: identify if students need a fragrance free environment. If they do not, aromatherapy in a diffuser can be used prior to class beginning and at various breaks. Some oils are calming and some are alerting.

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Strategies for Sensory Input

Strategies for Sensory Input

Design Items 

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Design Items

Graph to Understand the Impact of SPD