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Situation:Use of replacement tools for sensory oral motor issues, a well scheduled day that provides continual engagement for the student, and strategies for tasks that promote understanding and success serve as an intervention package to decrease chewing behaviors.
My student chews anything he can. He will chew anything that is on his desk like his pencil or eraser. He chews on his shirt sometimes and often his fingernails. What can I do to stop this behavior?
My student chews anything he can. He will chew anything that is on his desk like his pencil or eraser. He chews on his shirt sometimes and often his fingernails. What can I do to stop this behavior?
The first step to this problem will always be to assess the function of the behavior. Knowing the function will help to determine your intervention. In this case the intervention is based on possible sensory issues, un-engagement, and difficulty with tasks. A combination of replacement tools, scheduling of activities and task strategies are utilized as an intervention package.
Use of replacement tools for sensory oral motor issues, a well scheduled day that provides continual engagement for the student, and strategies for tasks that promote understanding and success serve as an intervention package to decrease chewing behaviors.
Occupational therapist availability for sensory consultation
Check for any dental issues
Determine the possible function of chewing by conducting observations; you may want to conduct a functional analysis of behavior.
If the function appears to be related to sensory issues, un-engagement, and/or difficulty with tasks consider the next steps;
Provide sensory oral motor tools for the student to have with him in a container. With the assistance of an occupational therapist and consideration for student age and ability, possible tools may include pencil toppers, chewy tubes, chewable jewelry, gum small pieces of candy such as Swedish fish.
Carefully determine times when the student engages in the chewing – if the behavior occurs during specific tasks such as math, explore chunking the work so it does not appear overwhelming (check this site for information on chunking) and/or be sure the student receives more instruction for understanding.
If the student completes his work, have planned activities or items available for him. This can include school errands, time on computer, folder activities, or favorite activities such as reading books of interest.
Biters Chewers Pickers (PDF article)
nationalautismresources.com (sample retail site to purchase oral motor tools and chew toys)
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