The Future of Sensory

Processing Disorder in the

ClassroomDaniel W. Eadens, Ed.D.

University of Southern Mississippi

Danielle M. Eadens, Ph.D.St. Petersburg College

Florida Council for Exceptional Students Conference

October 2011

Stop the World, I Need to Get Off:

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What is

Sensory

Processing

Disorder

(SPD)?

Drs. Daniel & Danielle Eadens

“SPD is a neurologically-based disorder where the brain does not properly process and integrate input from the body’s sensory systems.”

~Dr.Eadens

I have selective hearing or difficulty listening

Example

profile

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Well DocumentedChildren respond to sensory experiences differently from

peers without disabilities. Sensory Processing Disorders (SPD) are well documented :

• Initial Sensory Integration theory from Dr. Jean Ayres in the 1960s

• Basic Science Literature (Ornitz, 1989; Ornitz, Lane, Sugiyama, & de Traversay, 1993; Yeung-Courchesne & Courchesne, 1997),

• Clinical Literature (Ermer & Dunn, 1998; Kientz & Dunn,1997; Watling, Deitz, & White, 2001)

• First-Person Accounts (Cesaroni & Garber, 1991; Grandin, 1995), including Eadens & Eadens, 2011 at FCEC.

Note: Initial appearance of Sensory Processing symptoms often predate diagnosis (Adrien et al., 1993; Baranek, 1999; Dahlgren & Gillberg, 1989; Lord, 1995).

Drs. Daniel & Danielle Eadens

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Current Research on Diagnosis & Origin

OTs use the Sensory Profile (1999) & and the Sensory Processing Measure (2007) to assess the sensory needs of children. Both have significant reliability (internal consistency and inter-rater reliability), (Brown, Morrison, & Stagnitti, 2011).

Welters-Davis  & Lawson (2011) studies the relationship between SP and Parent–Child play preferences.  Results suggests a possible relationship between some parent and child SP patterns and between parents' SP patterns and their play preferences with their children.

Drs. Daniel & Danielle Eadens

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Current ResearchMay-Benson, et al. (2010) systematic review of

27 studies, results indicated that the SI Therapy approach:– often results in positive outcomes in

sensorimotor skills and motor planning; socialization, attention, and behavioral regulation; reading-related skills; participation in active play; and achievement of individualized goals.

– Gains in gross motor skills, self-esteem, and reading gains may be sustained from three months to two years.

In an inclusive kindergarten classroom, sensory needs and other occupational skill sets can be better met with an Occupational Therapist co-teacher to improve student results (Silverman, 2011)

Drs. Daniel & Danielle Eadens

FCEC 2011 6Drs. Daniel & Danielle Eadens

Image courtesy of Asperger Syndrome & Sensory Issues

“Muscles”

“Balance”

(prō'prē-ō-sěp'shən)

7

Sensory Disorder Subtypes

• Sensory Modulation Disorder– Difficulty taking in sensation so that

response, level of arousal, and emotional tone are not appropriate to the situation

– Includes children who seek/avoid sensations

• Sensory discrimination disorder– Difficulty recognizing or interpreting differences or similarities in qualities of stimuli

• Sensory-based motor disorder– Dyspraxia (planning movement) – Postural-ocular disorder (controlling movement)

Drs. Daniel & Danielle Eadens

Citations: -Teresa Leibforth, OTR/L &Karen Nathan, OTR/L-SPD Fact Sheet for MDs

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Sensory Profiles(*Subtypes)

J (DOB 2005)*Sensory-based Motor Disorder*Sensory Modulation DisorderSEEKER-Auditory-Visual (art-related)

AVOIDER-Vestibular-Proprioception -Tactile-Gustatory-Visual & Olfactory

(unpleasant-food related only)

Z (DOB 2008)*Sensory Modulation

DisorderSEEKER-Vestibular-Proprioception-Visual (esp. videos)-Tactile

AVOIDER-Auditory-Gustatory (learned vs.

innate?)Drs. Daniel & Danielle Eadens

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Best Practices

Children BEST benefit from sensory integration therapy (SIT) when all stakeholders: communicate, collaborate , create, commission, and carryout a specific “sensory diet” plan for the child based upon the child’s specific needs, circumstances, history, and severity.

• Occupation Therapist• Physical Therapist • Classroom Teacher• Special Educator• Counselor• Parent

Drs. Daniel & Danielle Eadens

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Sensory Diet

• “A sensory diet is a daily or weekly list of activities that the child can engage in during regular routines to help maintain an optimal state of arousal” (Spiral Foundation).

• Home versus school

Drs. Daniel & Danielle Eadens

Extreme Home Makeover, Vardon Family

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J’s Sensory DietHomeAM-Food side & toothpaste

flavor choice-Music on the way to schoolPM-Body sock-Trampoline-Finger strengthening-Swing-Walk/ride-Brain activating dance-Soft sherpa blanket &

animals-Classical music overnight

Rocking hold: as needed

School-Recess, including swings(Accommodations per

504)-Special cushion-Slant board (handwriting)-Sensory breaks

(opportunity to get up, chair pushups, etc.)

-Sensory items as needed-Testing breaks-Preferential seating to

reduce distraction/overload

Drs. Daniel & Danielle Eadens

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Z’s Sensory Diet

Specials MWF: dance, gymnastics, sports

Swings, balance beamOpportunity to play

alone or in different room if needed

Drs. Daniel & Danielle Eadens

AMTrampolinePMTrampolineSwing/walkFoot rubScalp massagerClassical music

overnight (desensitization)

Body sock: as needed

Home

School

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Occupational TherapyJ

• Swinging• SteamRoller • Climbing• Jumping• Fine motor

muscle development (writing, building with small items, etc.)

Z• “Crashing”• Jumping• Executive

functioning planning

• Fine motor task speed

Drs. Daniel & Danielle Eadens

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Sensory Changes - Vestibular• Since J started therapy three

years ago, high improvements:– Age 3: Did not like to be swung

around– Age 3.5: Starts to like & seek out

swings– Age 5: Went on Thunder Mountain– Age 6: Wants to fly!

Drs. Daniel & Danielle Eadens

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Sensory Changes – Feeding (J)• Gustatory - Mild improvements

– Age 3: Will not try anything completely new– Age 3.5: Trying anything new at least once– Age 5-6: “too salty” if he does not like the

taste

• Tactile/Visual –Mild improvements– Age 3: If it looks like I won’t like it, not trying it.

Texture stronger than taste– Age 4: Learning to describe different textures,

preferences still strong– Age 5-6: Taste = texture. Less revulsion to unwanted

texture , but still a struggle

• Olfactory – Moderate improvement– Age 3: If there’s a smell in the room I don’t like, I’m not

eating anything.– Age 4: Selecting spices (cinnamon!)– Age 5: Willing to try a food even if he does not like the

smell Drs. Daniel & Danielle Eadens

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Classroom Teacher Strategies

• Plan your lessons using Universal & Differentiated approaches that include planned opportunities to build sensory opportunities

• Provide ways for kids to get their sensory needs met as a part of your lessons (the needs will be met – either you choose or they will ;)

• Do brain building activities that develop connections between hemispheres (music, brain dance, brain gym, swinging side-to-side, motor & cognitive activities paired together…)

• Know your kids and ensure that they get the services they need, including early intervention for SPD.Drs. Daniel & Danielle

Eadens

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Future of SPD in the Classroom• Eventually, probable

addition to the DSM & is already in most pediatrician guides.

• Expect it to be diagnosed more commonly

• ADHD students may be reclassified if misdiagnosed

• Increased partnerships with OT for early screening and intervention planning

• Will become part of the data used in planning a more effective learning environment for ALL students

Drs. Daniel & Danielle Eadens

Instructional Programming & Lesson Planning

Learning

Styles

Academic data

Sensory

needs

Children's Literature on Sensory Disorders

• Meghan’s World by Diane Renna• This is Gabriel Making Sense of School by

Hartley Steiner• Arnie and His School Tools by Jennifer

Veenendall• Squirmy Wormy by Lynda Farrington Wilson• Howard B. Wigglebottom Learns to Listen

by Howard Binkow (not on Sensory but highly recommended to assist in direct instruction needed for organization/listening)

Drs. Daniel & Danielle Eadens

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Resources to recommend for sensory feeding issues

• Just Take A Bite: Easy, Effective Answers to Food Aversions and Eating Challenges by Lori Ernsperger, Ph.D.

• Cooking Art: Easy Edible Art for Young Children by MaryAnn Kohl & Jean Potter

• Eating for Autism: The 10-Step Nutrition Plan to Help Treat your Child’s Autism, Asperger’s, or ADHD by Elizabeth Strickland, MS, RD, LD

Drs. Daniel & Danielle Eadens

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Recommended Resources for Parents/Teachers

• Raising a Sensory Smart Child by Lindsey Biel, M.A., OTR/L & Nancy Peske

• Answers to Questions Teachers Ask about Sensory Integration by Jane Coomar, PhD, OTR/L, FAOTA , Carol Kranowitz, MA, & Stacey Szklut, MS, OTR/L

• The Out-of-Sync Child Has Fun by Carol Kranowitz, M.A.

Drs. Daniel & Danielle Eadens