In So Many Words

Move About Activity Cards: Quick and Easy Sensory Activities to Help Children Refocus, Calm Down or Regain Energy
by David Jereb, OTR/L & Kathy Jereb, COTA/L
Sensory World, 2010
64 cards

About the Book

Winner of an iParenting Media Award, this colorful 64-card deck provides fun-filled activities that will help children develop their sensory-motor skills in a game-like format. These cards offer delightful activities for children of all ages and abilities.

Many activities require no special equipment, while others make use of standard, classroom equipment to develop children’s sensory-motor skills and improve their learning and behavior. A great tool for parents, teachers, or therapists to use at home, at school, or in the clinic!

Includes 64 cards on a convenient a snap-ring holder, “How to Use” pamphlet, and sturdy storage box.

My Thoughts

My son and I were both delighted by the adorable illustrations and fun activities in this card pack from the moment we opened it. We took turns finding some activities we were already familiar with and then picking out some new ones to try.

Of course, he quickly decided that his favorite was the most involved one – creating a five-part obstacle course. But he also enjoyed things like walking over a gym ball and back, or passing a weighted ball above your head to a friend while standing back-to-back.

I took them to school last week to show the team and talk to the OT about having him use some of them there during sensory breaks. She was very receptive to the idea and, after discussing which types of activities would be appropriate for school and what equipment she could provide, we picked out about 8 to let him choose from during his breaks. We plan to rotate the cards once a month so the activities stay fresh, and then we can use the others at home as needed.

I think these are great because they provide that much needed visual component and are kid-friendly in appearance and ease of use. They also give the adults a good selection of ideas and a way to structure the timeframe for the kids.

MoveAbout Activity Cards is available directly from Sensory World/Future Horizons, where you can use the code INTERRUPTED to receive 15% off and free shipping in the continental US.

Note: This is Book #78 of my 2011 Reads (master list here). I received a review copy for free, and all opinions and comments are my own. The Future Horizons discount code is an affiliate link.

Title: Unlocking the Mysteries of Sensory Dysfunction: A Resource for Anyone Who Works with or Lives with a Child with Sensory Issues
Author: Elizabeth Anderson & Pauline Emmons
Length: 111 pages
Genre: Nonfiction
Publisher/Date: Future Horizons, 2004
Source: Review copy

About the Book
Parents are often the first to notice when a child is struggling with a sensory disorder. But even after knowing what the problem is, parents still need to know what to expect and, more importantly, what to do to help their child. This book is a parent-to-parent guide for raising a child with Sensory Integration Disorder. Using nonmedical language, the authors walk you through the challenges that children may face, such as being uncomfortable with hugs and kisses, experiencing a “fight or flight” sensation when brushing teeth or combing hair, etc. The two moms give tips and advice for school, home, and the future.

My Thoughts
This would be a good book for parents who are new to the idea of sensory dysfunction and trying to get an idea of what may be happening with their child and what they should do about it. The authors give numerous examples of how sensory issues can present in different children at different times and depending on which senses are most affected. They also give clear direction on when to seek help and whom to approach based on the age of the child.

In the end, the authors’ goal is to share with other parents what has helped them cope with the symptoms of this disorder in their own children’s lives and to ease some of the frustration that comes from not knowing what’s going on or what to do. There is help available for these kids and their families, and that’s a good thing to know when you are feeling overwhelmed.

Unlocking the Mysteries of Sensory Dysfunction is available directly from Future Horizons, where you can use the code INTERRUPTED to receive 15% off and free shipping in the continental US.

Note: This is Book #59 of my 2011 Reads (master list here). I received a review copy of this book for free, and all opinions and comments are my own. The Future Horizons discount code is an affiliate link.

By Britt Collins, M.S., OTR/L

Reprinted with permission from a featured article that appears in the just-released July/August issue of Autism Asperger’s Digest magazine. Learn more, www.AutismDigest.com.

Your first child. What an exciting, wonderful, and anxious time it is! When you found out you were pregnant, you probably read stacks of baby books, and read even more as your baby grew into a toddler. When you discovered your child was on the autism spectrum, you undoubtedly searched out any and every book you could find that would help you understand your child better.

Along the way you may – or may not – have read about sensory processing disorder (SPD) or sensory processing problems in spectrum kids. Recent studies report that approximately 5-10% of all children experience sensory symptoms significant enough to affect their everyday life functions. Within the ASD population that number can be as high as 95%! (Tomchek, 2007)

Sensory issues may have resonated with you to some degree; you grasped what sensory sensitivities might feel like to your child. But, noticing them – before your child is in sensory overload – well, perhaps you’re a little lost there. No worries! I’m here to help you become a more sensory savvy parent! Jackie Olson (a mom) and I co-wrote Sensory Parenting: From Newborns to Toddlers (Sensory World, 2010) to reach out to new and pregnant moms with information about our sensory systems and how they work. For many new parents, this is foreign territory!

So, let’s assume you know the basics: there’s not five senses (touch, taste, hearing, smell, sight) but seven (add in vestibular and proprioception) and some experts say there are lots more! Our kids can be hypo (under) sensitive or hyper (over) sensitive in any area. And, that sensitivity level can vary sense to sense and day to day, or even hour to hour depending on the conditions at hand!

You understand this is biology at work within your child: it’s not something he can control at will. And, that sensory issues cause very real problems in your child’s life that interfere tremendously with her ability to be calm, focused, attentive, and happy.

But – how do you know when your child is in sensory overload? Are there early warning signs, behaviors to look for that tell you something is amiss? Yes there are, and as a parent you have to play detective to figure out your child’s specific sensory sensitivities and recognize the red flags. Your goal is to help your child avoid sensory overload (it’s no fun!) or offer strategies to calm down afterwards.

I believe almost everyone has some sort of sensory issue. Maybe you buy tag-less t-shirts because the tag drives you crazy, or you prefer a certain type of comfortable clothing (I prefer anything cozy, like a large sweatshirt and warm socks). It’s really irritating when strangers keep bumping into you in a crowded subway, and you never go to loud concerts because they hurt your ears. Rides at Disneyland that go up and down or round and round? Forget it; you’d be nauseous in under a minute! All that is sensory based.

And so is the flip side. You love deep pressure massage; it’s so calming to your system. You go to the gym to release the frustrations of the day. You relax in a warm bath, scented with your favorite aromatherapy products – ah, how good they make you feel! And there’s nothing better than the smooth, creamy texture of good ice cream. That’s all sensory-based, too!

I’ve met scores of parents who start to realize their own sensory issues when they begin to educate themselves about their children’s sensory challenges. When they feel, first hand, what it’s like, they start better understanding what their child may be experiencing on a daily basis when the world is too loud, too bright, too fast – too intense!

Everyday sensory sensitivities become a problem when we are so affected by them we can no longer function as we should.

This is what happens with our kids, and they express this through their behavior – the only way they know how to tell us! And yet, many parents attribute behavior problems to “something else” and don’t realize how much of an impact sensory issues have. They put their children in uncomfortable situations every day: the grocery store, the mall, the playground, loud birthday parties, restaurants, and the like – and they expect the kids to “behave.” More often than not these situations are way too overwhelming and a meltdown or shut down results.

As a sensory savvy parent you learn to look for the signs of sensory overload. Every child is different and you’ll need to learn to read your own child’s warning signs. That said, let me give you some things to look for. If your child covers her ears, she is more than likely trying to shut out disturbing auditory sounds. If he blinks a lot, averts his eyes, or his eyes water frequently, he could be bothered by too-bright lights (to him!) or the sun. If she pushes away certain foods, and you notice a pattern (they’re all soft or all crunchy) it’s probably a tactile issue.

As sensory overload approaches, kids can have different reactions. She may begin to get quiet or disengage if before she was talking to you. You may notice he’s starting to verbally stim or fidget or whine, or grind his teeth. All of these things can be signs of sensory stress. Other signs you might notice:

• singing or talking really loudly to drown out other uncomfortable sounds
• crying or screaming because something touching her doesn’t feel right or hurts
• pulling away from you because he’s scared or anxious to go where you want him to. He may remember last time, when someone dropped a jar of pickles on the floor and the smell was so bad.

You may be wondering: is it all sensory related or is some of it just plain “behavior”? Good question! The difference between sensory and behavior is an article in itself, but you can look for cues from your child and the environment to know what’s what.

Is he throwing a tantrum because you told him he cannot have ice cream for breakfast? That’s behavior. Or is it because you washed his favorite shirt with a new detergent and now it smells terrible? That’s sensory. Is she shutting down because you’re asking her to write her spelling words (behavior)? Or is it because you’re frying fish for dinner in the kitchen, the smell makes her gag, and she can’t focus on the task (sensory)?

If it’s sensory, remember your child can’t control this – so you need to be proactive, stop and think about what’s going on and what might be causing the behavior. If it’s a sensory issue, it’s your job to step in and help your child. That means you change your behavior and adapt the environment to alleviate your child’s sensory issue at hand and help her regain sensory equilibrium.

Sometimes sensory issues are obvious; at other times they’re not. I work with a child who has impaired hearing. When an adult puts his hearing aid in, he gets upset and grinds his teeth. He is not used to hearing so many sounds and all of a sudden the world is probably like a rock concert to him.

I work with another child who begins to physically shake when a peer approaches her to talk. She walks up on her toes and begins to grimace. She will eventually engage and we encourage her to interact, but do so with plenty of breaks so it doesn’t become too overwhelming. One parent I know couldn’t figure out why her son wouldn’t stay in his bed at night. She eventually discovered their cat had deposited a “gift” right under the middle of his bed while they were away on vacation. Her son’s sensitive smell detected the lingering odor when she could not.

Being a sensory savvy parent is one part curiosity, one part sleuth skills, and one part perspective. Be open to seeing the world through your child’s senses and at first, adapting the environment to make it more conducive to your child’s needs. Over time, and with the help of a good OT, you can set up a sensory plan that will help your child learn to self-regulate and deal with the sensory issues. And finally, forgive yourself for those moments we all experience.

Here’s a common one: you’re getting three kids ready for school in the morning and you’re running late for work. Your child with ASD/SPD begins to melt down because in the rush you put on the socks that have little tiny strings inside that drive him crazy. Now one child is screaming, another is telling you she forgot to do her homework the night before and the teacher will be mad, and the third child is telling you to pick him up from soccer practice after school! You notice your own meltdown meter skyrocketing! It’s okay, you are not alone – it happens to all of us.

Stop, take a deep breath, and play detective to find out why your spectrum child is upset. Retrace your steps and once you figure out it’s the socks, go find the seamless ones, switch them out, and then everyone can calm down. Just toss one of those little chocolate Dove bars into your purse for the ride to work… you know, the kind that make you sigh with a sense of pleasure? Now you understand what it means to be a sensory savvy parent!

BIO
Britt Collins is a pediatric occupational therapist who lives in Salem, Oregon. She has an award-winning OT DVD series (otdvds.com) and a newly released book, Sensory Parenting. For more information visit sensoryparenting.com.

Recommended Reading
Growing an In-Sync Child: Simple, Fun Activities to Help Every Child Develop, Learn, and Grow. Carol Kranowitz, MA, and Joye Newman, MA

Parenting a Child with Sensory Processing Disorder: A Family Guide to Understanding & Supporting Your Sensory-Sensitive Child. Christopher R. Auer, MA, with Susan Blumberg, PhD

Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Integration Issues. Lindsey Biel, OTR/L and Nancy Peske

Sensational Kids: Hope and Help for Children with Sensory Processing Disorder. Lucy Jane Miller, PhD, OTR/L and Doris Fuller

Too Loud, Too Bright, Too Fast, Too Tight: What to do if You are Sensory Defensive in an Overstimulating World. Sharon Heller

Copyright © 2011 Autism Asperger’s Digest. All Rights Reserved.

Excerpt of this article by James Ball, BCBA-D, reprinted with permission from Autism Asperger’s Digest, July/August 2010ssue. There is still some time to take advantage of the subscription special being offered during April to celebrate National Autism Awareness Month. Buy one year at $29.95 regular price and receive a second year for $15 – a 50% savings. Learn more at www.AutismDigest.com.

According to the National Autism Association, drowning is the #1 cause of injury-related deaths in children with an autism spectrum disorder. In 2005, 14 children with ASD died from drowning, when these children wandered off and were attracted to the water. Children with ASD do not fear “death” the way we do. At early ages, they do not understand the finality of death nor are they afraid of those things that could cause death, like water.

We know:
- Kids drown without a sound.
- It takes approximately one inch of water to drown in – a frightening statistic.
- 90% of drowning deaths occur while the child is being supervised.

Therefore, it is critical that, right from the very beginning when our kids are young, we teach them water safety and how to swim. Learning this lesson too late can be tragic and heartbreaking.

Teaching Water Safety and Swimming

Sensory Issues

A significant proportion of kids with an ASD have sensory issues, which complicates how we teach them to swim. The old-fashioned way our parents did it (throw you in and see what happens) just doesn’t float. (Yup, that’s what my father did, and I’m lucky I made it!)

Kids with an ASD may need to ease into the pool and get used to the water before they are able to enjoy the experience enough for concrete lessons to start. Others may love the pressure they get from the water and just jump right in, not cognizant of drowning as a danger. It’s important we make the experience enjoyable from the start. From there you can teach them what they need to do once in the water.

Teach Swimming

The same teaching strategies that make kids with an ASD successful in the classroom will also make the child a successful swimmer.

Minimal Distractions
Make every attempt to minimize distraction while the child is in the water. If there are a lot of people in the pool turn the child around, so she can’t see what is going on at the other end of the pool. Also, pool areas echo, so be prepared if the child has any vocal “stims” and try to redirect the child back to the swimming. Or schedule lessons on off times, when less people are present, or, if needed, do private lessons.

Use of Visuals
Use pictures to show the child the steps involved in swimming. Combing the visual with your explanation will give him multiple ways of understanding the sequence of steps and your expectations. Laminate the pictures and bring them in the pool. You may also want to show the child a video of swimming prior to getting in the pool. Video modeling is a great way to teach new skills. If you can’t find a pre-packaged teaching video, create one of your own using a neurotypical sibling or friend as the “actor.”

Consistency
Whatever approach you decide to use (there are tons of examples on the web) make sure you use it consistently every time. Spectrum children learn through repetition, and lots of it!

Task Analyze
Break down the steps to swimming and teach each one until the child can do the skill with little or no guidance. Do not overwhelm the child with too much information all at one time. Just putting his face in the water may be a huge accomplishment in and of itself!

Teach Water Safety

Swimming and water safety are not synonymous. They are different skills and should be addressed differently. All children, whether or not they ever want to put their little toe in the water, should be taught water safety skills. And the #1 rule is this: unless an adult is present, the child should never go into any body of water, be it a kiddie or adult pool, a fountain, a stream, a pond or lake, or the ocean. They need to be taught this very specifically and concretely.

The more able child: Many children on the autism spectrum are highly rule driven (sometimes to a fault). In this instance it is a great thing! Make specific rules around water.
- You do not go near water without an adult with you. You may even make it more specific, adding distance to the water, how near the adult should be (i.e., an arm’s length away, in visual sight, holding your hand, etc.) and/or citing specific people, like Mommy/Daddy/Grandpa).

After the rule is established, practice it. Don’t assume the rule on paper makes complete sense to the child in a real life situation. Take the child around water and see what happens. You want to know if there are loopholes in your thinking and make necessary adjustments in your teaching. Each time the child follows the rule, heap on the praise and reinforcement.

The less able child: We still use rules for the less able child, but we may break them down more concretely and use more visuals to teach them. For instance, the rule might be something like this: “You do not go into the water without a familiar adult holding your hand.” Have the child take your hand, walk to the pool and jump in with you. Every other time the child is around a stream, pool of any sort, lake or ocean, have her take your hand, walk to the water and go in together. Again, reinforce the child when he follows the rule and does what is expected.

Water is an awesome sensory experience for children with an ASD. It can foster language, social skills, and fine/gross motor development. It can also be a place where tragedy can strike at any moment. Remember, enjoy the water, but also respect it. Teach your child what to do around water and how to be safe. Then go out and have a wonderful summer!

Find more information about swim instruction at one of these websites:
American Red Cross. www.redcross.org
NCPAD Swimming Resource. www.ncpad.org/videos/fact_sheet.php?sheet=315&view=all
Swim Lessons.com. www.swimlessons.com
YMCA. www.ymca.net/programs

BIO
A Board Certified Behavior Analyst, Jim has been working in the field of autism for 20+ years helping children, teens and adults with ASD. An author and requested national speaker, Jim runs JB Autism Consulting Services, working with schools to find success in designing programs for students with autism/Asperger’s. Learn more at www.jbautismconsulting.com.

Copyright © Autism Asperger’s Digest. All Rights Reserved. www.AutismDigest.com

Title: Learn to Have Fun with Your Senses: The Sensory Avoider’s Survival Guide
Author: John Taylor, PhD, with illustrations by Lynda Farrington Wilson
Length: 110 pages
Genre: Nonfiction
Publisher/Date: Sensory World, 2011
Source: Review copy

I was instantly drawn to this book with its colorful pages and fun illustrations, and I was even more impressed once I started reading it. Although I have read a lot of books about sensory processing disorder, including several with lots of great activities and ideas to help your child with SPD, this is the first time I have read one aimed directly at children.

Described as a “read about your own problems” guide, Learn to Have Fun with Your Senses focuses on the issues that can crop up when the brain is magnifying the messages it receives from the sense organs, especially as it relates to avoidance of sensory stimulation.

I showed the book to my son tonight and read chapter 1 aloud to him. He showed a lot of interest and listened attentively as I read. I found it to be extremely readable and right at his level (he is almost 9), and I appreciated that the author takes the time to explain how to use the book and encourages the child to communicate with and respect the opinion of his parents and therapists regarding the activities described in the book.

Dr. Taylor also does a great job of explaining without being critical why avoiding things isn’t the best choice:

Trying to stop using your senses is NOT the answer. Going through life always afraid to touch, hear, or taste things that others touch, listen to, and taste is also NOT the answer. The answer is to go ahead and use your senses, but in special ways. This book will help you learn the ways to use your senses so that they slowly start to feel better to you over time.

After finishing the first chapter, my son immediately wanted to try some of the activities. So we flipped through and chose a few at random to try out. Here’s what we did:

1. From the chapter on touch, we played “Guess What I’m Drawing.” This involves the adult drawing something on the child’s skin and the child guessing what it is. He chose his palm and guessed two of the three simple shapes I drew easily. Then he tried it on me. I had a harder time of it, so we decided that his sense of touch is more sensitive than mine (which is probably true, although in my defense I will say that his drawings were much more complicated)!
2. Next from the chapter on movement, we tried a pressing activity called “Back to Back.” For this one, the two partners sit back to back on the floor and stand up together by pressing on each other’s backs. We pretty much failed at this one, although I wasn’t really committing to it fully as I wasn’t sure if the partners should be closer to the same size and I want to ask our OT before trying it again. Although we didn’t complete the goal, we certainly had a lot of fun and giggles trying.
3. For our last activity, we chose “Sound Around” from the chapter on hearing. This could be played with as many people as you want. The first person makes a sound, and the next person makes that sound plus adds another sound. Each person after that makes all the sounds so far and adds one more. When we started, both of us were making animal sounds, and then I decided to throw in a different type of sound and then my son made a mistake on his next turn. I think if I had kept to the same type of sound, he would have been able to go longer.

A number of the chapters include checklists or quizzes, which enhances the interactive learning component of the book, and each chapter has a nicely balanced ratio of information to suggestions of how to “train your brain.” In addition to going through the senses individually, the book also covers topics such as eating the right foods, getting the right sleep and taking good care of yourself.

Dr. Taylor rounds out the book with a glossary and list of resources, as well as notes to OTs and teachers. My son has agreed to let me show the book to his OT as long as she doesn’t try to “take over” and we can continue going through it together on our own. I am absolutely thrilled that he is so interested in learning more about this topic with me; I think it is a great first step towards becoming responsible for taking care of himself.

For more information or to order a copy for yourself, visit Sensory World/Future Horizons. You can also check out another review at Help! S-O-S for Parents, where there will be a copy of this book given away in early April. My copy is definitely staying with me, but I’ll be giving away some other books in April as well, so stay tuned!

Title: Behavior Solutions for the Inclusive Classroom
Author: Beth Aune, OTR/L, Beth Burt & Peter Gennaro
Length: 151 pages
Genre: Nonfiction
Publisher/Date: Future Horizons, 2010
Source: Review copy

See A Behavior, Look It Up

Behavior Solutions for the Inclusive Classroom is a great new resource for teachers who are attempting to provide a positive learning environment for ALL students, including those with challenging behaviors. The team of authors behind this book includes an Occupational Therapist, a Director of Special Education, and a Parent/Advocate, thus providing a well-rounded look at the issues and the solutions that can arise in a general education setting.

The premise of Behavior Solutions is that teachers need a convenient resource so that when they see a behavior occurring in their classroom, they can look it up and quickly find several possible solutions that may help them get through a particular situation and continue on with the regular agenda of the day.

Forty of the most commonly observed behaviors are listed, organized into four main sections:

1. Movement Issues
2. Avoidance and Retreat Behaviors
3. Difficulty with Routine and Academics
4. Social-Emotional Issues

The book includes a detailed table of contents and comprehensive index for ease in locating specific behaviors easily, and there are also appendices with more information on movement breaks/goal-directed tasks, sensory input devices, and calming techniques. An additional resources list provides direction to those who wish to learn more about responding to the needs of students with a variety of educational challenges.

One very nice feature of this book is that the authors work to educate the readers (who presumably have not had a lot of background in special education) about the rationale for the suggested solutions without overwhelming them with too much information.

For example, under the behavior of “Chewing on Shirt or Other Inappropriate Items,” which is in the Movement Issues section, they offer solutions such as providing certain types of food to eat instead, allowing the student to drink from a water bottle with a large plastic straw, or giving a younger child something like a Chewy Tube. Then they go on to explain:

The key here is to replace the socially unacceptable behavior of chewing on shirts (or pencils) with chewing on objects that are less likely to stigmatize the student. As educators, we must not let established policy be a substitute for wise and successful decision-making. . . . Remember, educators have greater decision-making control than the students whose disability causes inappropriate behaviors.

I think this would be the perfect book to give your child’s regular classroom teacher or aide. It is a great size and extremely easy to navigate through on the fly. There are also a lot of helpful ideas that parents could implement when overseeing homework or involving the child in other structured activities within the community.

For more information or to order a copy for yourself, visit Future Horizons online store.

Title: Sensitive Sam
Author: Marla Roth-Fisch
Length: 29 pages
Genre: Children’s Nonfiction
Publisher/Date: Future Horizons, 2009
Source: Review copy

About the Book

Sensitive Sam is a charming illustrated story that will help children understand more about what it’s like to have Sensory Processing Disorder (SPD). It is written and illustrated by Marla Roth-Fisch, a happily married mother of two, including a son with SPD.

The book opens with this note for parents and educators:

Sensitive Sam is written from the perspective of a young boy with Sensory Processing Disorder (SPD) and his daily challenges. It is designed to be a book that adults can read to children, and children can then read and review on their own.

The happy ending will inspire hope for your family and promote ongoing discussion about sensory issues.

What follows is a delightful rhyming story about Sam, a young boy who is bothered by many things in his environment. These sensory difficulties make it hard for him to get through the day without falling apart or becoming angry and upset.

Luckily, his teacher and parents work together to find out what is wrong and how to help him. They let him know that he is not a “bad kid” and that there are reasons for why he feels the way he does.

The book then describes in very kid-friendly language what it is like to go to occupational therapy and how they implemented a sensory diet for Sam. As time goes on, things get much better for Sam, and the story ends with these lines:

Take it from me, Sensitive Sam,
That things will be okay.
By doing things a little differently,
I can have fun EVERY day!

At the back of the book, Ms. Roth-Fisch includes a short glossary of terms and a list of helpful websites with resources on sensory processing disorder.

My Thoughts

I was thrilled to receive a copy of this book to review and immediately sat down to read it with my son, Michael, who has sensory processing disorder and autism. Michael greatly enjoyed both the rhyming story and the clever illustrations. He could definitely relate to some of the things that bothered Sam and to the way the occupational therapist and others help both of them with their sensory challenges.

I would highly recommend Sensitive Sam to just about anyone. If you have a child with SPD, this would be a great book to share both with your child and with their siblings or other family members. This would be a good addition to any library or classroom book collection, as well as a useful resource for any organization working with kids.

And don’t just take my word for it. Sensitive Sam received the 2009 Book of the Year Award from Creative Child Magazine, and Parents Magazine May 2010 issue chose Sensitive Sam as one of their “Healthy Reads” stating, “If your child has a medical condition, try reading a book about it. He’ll feel better knowing that some cool characters share his same feelings.” Check out Future Horizons to order a copy today!

Title: Building Sensory Friendly Classrooms to Support Children with Challenging Behaviors
Author: Rebecca Moyes
Length: 102 pages
Genre: Nonfiction
Publisher/Date: Sensory World/Future Horizons, 2010
Source: Review copy

Over the last few years, I have read a number of books about sensory processing disorder (SPD) . . . books that explain in detail about subtypes of the disorder, books that give practical advice about implementing a sensory diet and dealing with the issues that arise when there is dysfunction and books that share a personal story about someone’s experience with SPD. I have learned a tremendous amount from these books and have even shared some of them previously on this blog.

But what I especially love about Building Sensory Friendly Classrooms is that it looks at the needs of children with SPD and addresses them in the context of the school environment. Even more specifically, it is focused on how SPD can result in behaviors that interfere with a student’s learning or the learning of others, words that will be familiar to anyone who advocates for children in special education.

Building Sensory Friendly Classrooms was written primarily to help teachers and administrators both understand sensory dysfunction and also implement helpful strategies for affected students. The book not only builds the case for incorporating treatments and accommodations for SPD in the school environment; it also gives a clear road map for how to identify and implement those strategies. Best of all, it promotes the use of data collection and analysis to guide the decision-making process.

Throughout the book, Rebecca Moyes (who is a former teacher and current autism consultant, as well as the parent of a child on the spectrum) emphasizes how a sensory diet and other accommodations can be approached within the framework of IDEA.

• For example, a child with a diagnosis of SPD could be found eligible for special education under the category of Other Health Impaired (OHI). From there, an IEP or 504 could be written to include the accommodations and support that is needed.
• Also, a functional behavior assessment (FBA) can be used to examine the cause of the problem behavior in a child with SPD. The information gathered by the FBA, which uses both data collection and anecdotal information to form a picture of what is going on, would then be used to create an intervention plan for the student.

In addition to the discussions of what SPD is and how to use data to make decisions about addressing it, there are also chapters on:

• Strategies to address SPD
• Creating a sensory room within your school or classroom
• Self-stimulatory behavior and self-abusive behavior – the connection to SPD
• Teaching stress management and self-advocacy through behavioral cognitive therapy

The last two chapters of the book give sample language for use in IEPs and 504 plans, as well as an example of a behavior support plan that was written for a student with SPD.

Building Sensory Friendly Classrooms is a tremendous resource for the educational community. In addition to teachers and administrators in both regular and special education, I would recommend this book to parents of children with sensory processing disorder (either by itself or with another disorder such as autism), as well as to those advocating for these children.

I recently had the opportunity to get one of the cool sensory products from National Autism Resource to review for my blog. After looking at the items, I immediately knew what I had to choose – one of the Squishy Dinos.

Why that one, you ask? Well, we have a new kiddo coming to the Friendship Station (special needs classroom) at our church who is obsessed with dinosaurs, so all of the teachers in the room have been picking up toys and puzzles from dollar stores, yard sales or wherever we can find them to help him be engaged and occupied while he is there. Plus this one had the extra bonus of providing sensory input, so I was sure it would be a hit.

And it was! The boys have integrated him happily into the battles and rescues and other games they love to play, and they don’t realize we are sneaking in some extra sensory input along with it. Even the parents can’t resist picking him up for a little squeeze therapy.

The one we got is the stegosaurus, which you can’t see in the picture unless you look very closely in the upper right corner of the box. He has a rubbery body which you can pull and squeeze, as well as a squishy middle that is very satisfying to play with when you’re bored or a bit stressed out. (Can you tell I have played with it almost as much as Michael has?)

National Autism Resource is one of the neatest sites I’ve seen of this nature, as it combines helpful articles for both parents and teachers with recommendations of books, toys and other items that correspond to the topic of each article. As it says in their mission statement…

National Autism Resources was born from a dream to make the world a little easier for people living on the spectrum and their family members. We strive to empower our community by providing excellent information, helpful links, and affordable books, games, toys and therapy products for people on the spectrum.

I think the dinosaur will be staying at church, but I love the idea of having sensory toys that look like regular toys for Michael to use at school or other places where he needs a little stress relief but doesn’t want to look different from the other kids.

When you have a moment, I would encourage you to check out this site. They have a ton of sensory friendly items as well as other products designed to help with social skills, emotions, learning and educational supports.

Disclaimer: I received one of the dinosaurs from the Squishy Dino set to review. No other compensation was given, and my opinions are my own.

This week, Danette at Everyday Adventures shows us her solution for three little boys who all love to jump and bounce. Read about it at Try This Tuesday: A Safe Place To Bounce.

Faces of Autism

Casdok (Mother of Shrek) has started a new photoblog called Faces of Autism. Here is what she says about it:

Or back of the head if you prefer! These positive images speak for themselves.
If you would like to add a photograph please email me [see blog for email address] with a short caption and a link to your blog if you have one. I hope you will make some new friends.

Hope you enjoy!