Sensory

Tools to Address Sleep Troubles in New Bedroom
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Situation: 

What would be the best way to help an 8 year old boy with ASD to adjust to moving to another home?  He seems to do fine until it is time to go to bed and then he gets terribly upset, crying and hitting himself. This behavior does not occur when he is able to sleep in his old bedroom.  His grandmother lives in his previous home so he has access to his old room.

Watson Institute Tips for Replacement Behaviors for Vocal and Motor Self-Stimulation
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Situation: 

What are some strategies to reduce or extinguish vocal and motor self-stimulatory behaviors that interfere with learning and community inclusion?

 

Addressing Shoe Challenges on the Bus
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Situation: 

My 5 year old takes off her socks and shoes every 10 minutes when on her bus.  There is an aide on the bus, but the shoes aren’t always put back on. What can I do about it?

Solutions for Tactile Defensiveness with Paints
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Situation: 

A three year old I am working with does not like the feeling of paint. He has just recently been diagnosed with Autism. What are some sensory activities I can do with this preschooler to help him out?

Strategies for Coping with Sensitivity to Smells
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Situation: 

My grand-daughter is age 7 and I take care of her. She receives speech, O.T., P.T. and feeding programs. She has a lot of sensory problems. I try everything to help her. I can’t take her out to eat because the smells make her go wild. Please help.

Oral Motor Activities and Engagement to Reduce Licking
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Situation: 

I am working with a child who has just started licking things: people, walls, toys, etc. Redirection makes him frustrated.   How can I help him reduce this behavior?

Footstool Fit for Kids
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Situation: 

As an educational consultant in schools, I often see young children at desks with their feet dangling, the chairs are too high.  Could this be a factor affecting behavior and if so what can I tell teachers to do?

Replacement Behavior Tools: Perseverative Behaviors
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Situation: 

I teach high school math to life skills students. I have one student who continually calls out phrases in a perseverative manner. She also intermittently claps her hands. The other students in the class get upset and yell for her to “cut it out”. She is a good and caring student.  However, her behaviors interfere with the class and result in negative interactions with her peers. Additionally, she frequently asks for adult help or to have her work checked. All of these behaviors can be exhausting for the adults in the room by the end of the period.  Any suggestions?

Repetitive Behaviors: Detection and Intervention – An Example
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Situation: 

My child has multiple diagnoses including ADHD, PDD NOS, and OCD. He has many self-calming behaviors and vocal tics in school. He may clear his throat and ‘zone out.’ He may keep his fingers crossed. These behaviors are concerning me. What can I do to decrease them?

Auditory Sensitivity Toolkit
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Situation: 

My 7 year old is strangely tuned in to certain sounds. For example, if the pages of a book are being turned within hearing distance, he reacts by screaming at the offender to stop it. He is agitated by the noise to the point of having to leave the proximity so he doesn’t continue to fixate on it. When someone who has dry hands rubs them together and he can hear it, it gives him the “willies” and chills. Yesterday at a restaurant, I reached to pull a napkin out of a dispenser , and he reacted by slinking down in the booth saying, “Great! Thanks a lot –I just lost my appetite from you doing that.” He couldn’t finish his toasted cheese sandwich. Another example is that he reacts loudly when paper is being ripped or a sheet of paper is being torn from perforations in a spiral bound notebook. When my long fingernails scratch against him, or I scratch my own itch, it drives him crazy.

How can our family help minimize these seemingly over-the-top reactions to what seem like innocuous sounds–besides the obvious removal of known triggers? Should we be concerned?

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