OVERVIEW OF SENSORY BREAKS - WordPress.com · 2018-01-31 · OVERVIEW OF SENSORY BREAKS FOR HOME & SCHOOL Learning and attention ... Consider that babies are generally calmed by sucking,

Brothers of Charity South Lee ASD Services May 2017

OVERVIEW OF SENSORY BREAKS FOR HOME & SCHOOL

Learning and attention Learning requires attention. Traditional learning methods focussed on sitting still and listening. It was

felt that movement, and variation in perspective hampered attention, and hence learning. There is

growing acceptance of the fact that simply sitting still and listening no longer engages the child’s

attention.

Why do children need sensory breaks?

They get anxious and need to calm their nervous system down (yellow zone/red zone)

They cannot filter out irrelevant sensory information and gets overwhelmed by all the sensory

input from his environment (yellow zone/red zone)

They have low alertness because they are not getting enough sensory input/ feedback when

sitting (Blue Zone).

They have reduced body awareness and postural stability and this affects their ability to sit

upright and concentrate (Blue Zone).

They are seeking sensory input in a mal-adaptive or disruptive way and would benefit

obtaining sensory input via more appropriate means.

The zones of regulation can be used to support children in understanding and recognizing their states of alertness to children (See further information on the Zones of Regulation at www.zonesofregulation.com)

What is a sensory break?

An opportunity to escape or attain sensory stimulation Sensory activities usually focus on the three core sensory systems: vestibular, proprioceptive

& tactile Provide enhanced sensory input May include a combination of sensory input Sensory break may happen outside or inside the classroom.

In general, any activity or action which stimulates or removes sensory input from a sensory system is a sensory break

• Deep Pressure – Tends to be calming and can dampen down sensations in other sensory systems.

• Light touch and messy play tend to be alerting

• Vibration – Tends to be alerting

• Vestibular- Tends to be alerting


• Proprioception – Tends to support the child to pay attention and to focus (calming and alerting)

Note: It is very difficult to isolate one type of sensory input in an activity alone – usually an exercise combines a number of different types of sensory input (e.g. Trampoline = Proprioceptive + Vestibular).

What isn’t a sensory break?

• A ‘get out of work’

• Reward (positive or negative): A break shouldn’t be given as a consequence of what the child did or did not do.

• Punishment: (positive or negative): A break shouldn’t be taken away as a consequence of what the child did or did not do.

• Free play: e.g. reading, lego, etc

• A sensory break is proactive not reactive

How to provide sensory breaks -

• The use of Visual supports can be a useful strategy to show the child what’s expected, help child to focus on activity, how to assume positions (motor planning), increase understanding, reduce language, consistent, opportunity for choice. (E.f. pictures, stickid images, videos, modelling etc.)

• Provide enhanced sensory input: vestibular (movement), proprioceptive (heavy muscle work) tactile (deep pressure touch).

• Provide a range of activities to sustain interest.

• Instructions to help the child to plan and sequence the activity

When introducing sensory breaks a visual is always used to indicate such. The blue break card indicates a sensory break

When and where to provide sensory breaks?

Breaks can be scheduled or unscheduled.

A child can ask for a break or the teacher or SNA can prompt the child to take a break – it is

important for the child’s learning that they are given a reason as to why they should take a

break.

A child can have sensory material at their desk at all times

Sensory breaks can be whole class or individualised depending on the needs of the child.


It is recommended that whole class breaks at the desk (which will mainly incorporate

vestibular or proprioceptive input) are done at least between subject transitions and are

scheduled into the class timetable. E.g. jumping jacks, running in one spot, weight bearing on

hands (Busy Breaks)

Whole class Breaks at the desk can be unscheduled, if the class teacher sees that the

class are becoming restless, lethargic or losing concentration – use of the zones of regulation

visuals (or some other similar system, e.g. alert programme, 5-Point Scale etc) may be

useful to indicate to the class why they are taking a sensory break

Sensory Breaks can be set up for individual children at the child’s desk that they can access at

all times (fidgets, theraband on arm of chair, theraband on the leg of the chair teaching the

child weight bearing on hands). The child can then do them independently or the teacher

/SNA can prompt the child – trying to encourage independence. The teacher/SNA may need

to use.

An individual child may need sensory breaks away from their desk if they need extra input.

Examples of this are as follows:

o A child needs a quiet area as they are overwhelmed by too much sound i.e. outside the classroom or ear defenders etc

o A child may need deep pressure to support them to be calm in situations, this can be after an event or before (e.g. a n incident that occurred or in preparation for attest etc)

o A child may need additional tactile input – e.g. tactile boxes etc) o A child may need additional proprioceptive input that they cannot obtain at the desk

(e.g. trampoline) o A child may be visually overwhelmed (have an area that has minimal visual distractions

– tent, divider in room).

General strategies for the child who needs more movement:

Give the student an opportunity to move as much as possible, e.g. allowing for bathroom breaks, or asking the student to do jobs such as fetching things, being a messenger, cleaning the whiteboard, etc.

Alternate “thinking activities” with movement activities o thinking activities for 10-20 minutes, followed by o movement such as a “Body Break” session of 2-5 minutes of physical movement, e.g. jumping

jacks, squeezing a stress ball, push-ups against a wall.


Consider the use of special seating which gives students an opportunity to move and thus receive sufficient stimulation so that they can stay focused, without having to wiggle in a standard seat. Suggestions include:

Breaks at my desk – can be Whole Class activities

Wall push

ups

Desk pushes: feet on floor, hands on desk (A)

Chair pushes : feet on floor, hands on sides of chair (A)

Wall pushes: feet on spot, hands on wall, ensure elbows are straight. (C )

Foot stomps: With hands holding the arm rests of chair, raise legs up and down with bent knees to stomp feet. (A) Hand hugs: Clasp hands together, without interlocking fingers and squeeze (C) Leg Rises: With hands holding the sides of the chair, lift legs off the floor straight and hold for 5-10 seconds. (A) Reach and stretch: Stand up beside the desk and reach out both hands towards the ceiling. (A) Rhythmic hand claps: Clap hands, clap hands on knees (A)

Disc-O-Sit Junior Wedge cushion (“Move ’n and Sit”) – these are easily portable, and can be taken to school more easily


Things I can do myself

Fidget Toys Fidgets are anything that can be explored with the hands; squeezed, pulled, pinched, rubbed, etc. They provide input to aid attention and concentration, and decrease anxiety. Examples of everyday fidgets include:

Blu tak

Pot scrubbers

Hard Velcro (stuck to the underside of the desk)

Stretchy snakes. Theraputty is another material that can be used for fidgeting. It is also helpful for strengthening the muscles in child’s hands and fingers to support fine motor skills. As a fidget toy, encourage the child to use it under the desk. As a fine motor activity, use the putty to make shapes (snakes, balls), pinch the putty, and hide little items inside such as beads, dried beans for the child to find. Theraband is a band of resistive material that can be cut to different sizes and used in the following ways:

A short piece can be tied to the side of the chair and pulled under the table as a fidget

A long piece can be tied between the two front legs of the chair so children can fidget with their feet – e.g. stretch it forward.

Oral Fidget Toys Oral input is important for calming, and to help with paying attention and focusing. Consider that babies are generally calmed by sucking, and adults will often bite their nails or chew on biros to help with paying attention. Furthermore, studies have shown that students perform better in tests when chewing gum. Within the classroom, oral input can be provided in the following way:

Having regular access to water bottles with a sports cap

Chewy or crunchy snacks at lunchtime such as apples, dried fruits, rice cakes, crackers.

Access to an oral fidget toy such as a chewease pencil topper

Fidget box: (Regulatory activity) Fidgets are small toys a student can hold in their hand that can help students increase focus and attention. Good fidgets should have a combination of an interesting tactile composition, pliability, and some movement opportunities for the hands and fingers. Choose in partnership with your child. A fidget can be either a tool or a toy, once the novelty of it wears off.

http://www.nationalautismresources.com/fidget-set.html


Other non intrusive fidgets can be Slinky toys, Koosh balls, straws, stir sticks, strings of beads, rubber bands, blue tac or even key chains that have small toys attached to them. Quiet Time with Play dough / therapy putty of a preferred texture

Activities away from my Desk: Things I can do with SNA or an adult (can involve equipment)

Steam roller

A blanket is not required for the activity. Do the same as the picture. Lay face down, but with clear airways, on a comfortable area (a mat etc). Ask for roll or squish. Ask for gentle or hard. Ensure that the child’s vital signs are visible at all times and frequently as the child if he is ok during this activity.

Push 5s

Stand up and touch your partner’s hand, bend your elbows, keep your feet

in the same position (use a spot/ hoop)

Trampoline: Generally alerting, individual parental reports vary.

Fidgets (including oral fidget toys), Theraputty and Theraband can be found on the following websites:

www.thinkingtoys.ie

www.sensationalkids.ie

Movement breaks as errands / Things I can go outside and do

Handing out a pile of notebooks, rubbing a chalkboard, pushing a trolley of notebooks

(A/C) (A/C) C Take general environmental considerations into account such as lighting, noises.

http://www.thinkingtoys.ie/

http://www.sensationalkids.ie/


Additional Sensory Break Activities and Visuals

Steam Roller

(C)

Look at the picture (this can be carried

out without the blanket)

Do the same as the picture

1. Lay face down, but with clear airways.

on a comfortable area ( a mat etc)

Listen to the instruction

1. Ask for roll or squish

2. Ask for gentle or hard

Ensure that the child’s vital signs are

visible at all times and frequently as the

child if he is ok during this activity.

Massage

(C)

Look at the picture

You can do this yourself or get somebody else

to help you with it.

Do the same as the picture:

Place you hand on your arm

Listen to the instructions:

1. squeeze your right arm up and down with

your left hand

2. squeeze your left arm up and down with

your right arm

3. Use strong squeezes

Self squeeze

(C)

Look at the picture Do the same as the picture

cross your arms around your body

Listen to the instructions: Give yourself a big hug and count to 10


Finger and hand gadgets

Belly on the ball

(C) / (A)

Look at the picture


1. Put your belly on the ball

Listen to the instruction

1. Roll over onto your hands

2. Roll back onto your knees

3. Do 5 rolls

4. Roll onto your hands and place the pegs

into the basket while you balance using your

hands.

Crab bridge

(C) / (A)

Look at the picture


1. Lie backwards, feet on the ground

2. Put your hands on the floor facing the front

3. Hold your head up


1. Crab Walk forwards for 5 steps

2. Crab Walk backwards for 5 steps

3. Crab Walk sideways for 5 steps.

(C) / (A)

Choose a fidget

Listen to instruction: keep the fidget on

your lap

1. Squeeze the fidget

2. pinch the fidget

3. pull the fidget

Put the fidget back in the box


Gentle helper squishes

(C)


Sit on your chair

Listen to the instructions: 1. Push your shoulders up as your partner

pushes down on your shoulders

2. Do 5 times

3. Ask for more if you want more

Push 5’s

(C) / (A)

Look at the picture


1. Stand up and touch your partner’s hand

2. bend your elbows

3. keep your feet in the same position (use a

spot/ hoop)


1. push hard but stay in the same position

(feet on the spot, elbows bent)

2. Count to 5

3. Now start again with both hands

4. Now do with both hands in high kneeling.

Mini pushes chair desk or wall

(C) / (A)

Look at the picture


1. Desk: feet on floor, hands on desk

2. Chair: feet on floor, hands on sides of

chair

3. Wall: feet on spot, hands on wall

Listen to the instruction:

Push 5 times: feet stay on the spot


Trampoline

(C) / (A)

Look at the picture Allow the child the opportunity to bounce on a

trampoline.

Snowball crunches

(C) / (A)

Look at the picture


1. lie on your back on the floor

2. cross your arms across your chest

3. Head off the ground

4. bend your knees

5. Feet up in the air


1. Rock forwards and backwards while

keeping this position

2. count as you do crunches

Hoppy Ball

(A)

Look at the picture


1. Sit on ball

2. Feet on floor

Listen to the instruction:

1. Bounce on the ball 10 times

2. Roll forwards and back 10 times

3. Throw and catch beanbags: keep your

balance.


Theraputty/Playdough/Blue Tack Fidget

(C) / (A)


You can use playdough, theraputty or even blue

tack for this activity


Listen to the instructions: 1 Squeeze the fidget

2. pinch the fidget

3. pull the fidget

Hand Muscle Massage

(C)


You can ask somebody to give you a hand muscle

massage.

You can use oils or cream for this if you want.

Classroom Exercises

(A)


Do jumping jacks or running in one spot


Pasta/Rice etc Play

(C) / (A)

Look at the picture The box contains sand. You can have a number of

different boxes (lunch box size is perfect)

containing the following dry substances alone or in a

mixture:

o Pasta (different shape’/sizes) o Lentils o Rice o Broad beans o Tapioca o Porridge etc.

Do the same as the picture Place your hand in the boxes – you can have different

items, e.g. cars, blocks etc hidden in the boxes

Quiet Time

(C)

Look at the picture Provide your child with a quiet space for ‘time outs’

when he can relax if in high alert.

This can be a quiet room, a tent or even your child’s

own bedroom.

It is important to have this space quiet, with low

lighting and minimal visual distraction such as pictures

etc.

Crunchy Foods

(A)

Look at the picture Provide the child with crunchy foods, such as cereals,

popcorn, hard fruits (apples, pears etc).

This provides proprioceptive input into the jaw which

has an alerting effect on a child’s system


Sticky Bear Push Up

(C) / (A)

Look at the picture


Place your hands and feet on the floor like a

bear and try walk around.

You can have races with peers while in this

position.

N.B. It is very important to note that children may respond aversively to sensory input and it is always important to monitor their responses. It is important to be cautious around the use of vestibular input, in particular, with children (examples of equipment which provide vestibular input are swings, scooter boards etc.) If using therapy equipment, it is advised that it only be used under the advice and guidance of an Occupational Therapist.

_________________________________ On behalf of the Occupation Therapy Department Autism Services (South Lee)

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OVERVIEW OF SENSORY BREAKS - WordPress.com · 2018-01-31 · OVERVIEW OF SENSORY BREAKS FOR HOME & SCHOOL Learning and attention ... Consider that babies are generally calmed by sucking,