Classroom Behaviors as it relates to Sensory Processing

Question 1

T/F: Tight or light grasp signifies poor pressure modulation

Answer 1

True

Question 2

T/F: Children that have difficulty modulating their emotional state may exhibit tight/light grasp

Answer 2

true

Question 3

How to treat tight grasp?

Answer 3

wrap play doh on writing tool & show child if clay is misformed then they are pressing too hard

Question 4

How to treat light grasp?

Answer 4

use carbon or trace paper and encourage to press through paper

Question 5

When you see a child working on a task, what type of responsives should you be looking for?

Answer 5

associative

Question 6

T/F: kids may have difficulty doing tasks because they cannot disassociate the movement

Answer 6

true

Question 7

How to address tactile defensiveness

Answer 7

• use glue stick, squeeze bottle, rubber cement, scotch tape, popsicle sticks
• offer wet towels during task to wipe off hands

Question 8

disctractibilty

Answer 8

usually has poor attention skills, impulsive, underlying problems (dyspraxia, hypersensitivity)

Question 9

what are some signs of distractibilty

Answer 9

• will wander classroom & be disruptive –> overstimulation/understimulation
• *always check to see if it’s sensory or behavioral**

Question 10

How to address distractibility

Answer 10

• put child in least distracting area
• offer cove for desk or quiet space to regroup
• provide opportunities for child to get up and move around
• offer chores around classroom “ heavy work” for input
• give modulation at desk (play doh) to help keep him calm

Question 11

T/F: posture tells you a lot about psychosocial & social behaviors

Answer 11

true

Question 12

symptoms and signs of bad posture

Answer 12

• slouch at desk
• difficulty crossing midline at desk (also vestibular)
• not a good sense of vertical & sit close to edge of chair Ifalling)
• poor processing of vestibular proprioceptive inputs
• lack of proprioceptive awareness

Question 13

Methods to cope with posture

Answer 13

• use balls, wedges, pillows, beanbags during activities
• use slant table surface (lower risk of falling)

Question 14

What dx is desk disorganization associated with?

Answer 14

dyspraxia

Question 15

T/F: Disorganized desk, locker or cubby is common with children with sensory integration issues

Answer 15

true

Question 16

Methods to cope with desk disorganization

Answer 16

• provide “clean the desk/cubby” time
• label places where supplies go

Question 17

What is oral fixation?

Answer 17

child chews on clothing, hair or objects when stressed out

Question 18

T/F: Stress is associated with sensory processing issues

Answer 18

True

Question 19

Methods to cope with oral fixation

Answer 19

• offer stress reducing exercises for entire class
• replace oral stimulation with chewable object at end of pencil or silent whistle
• chewing devices (lower functioning individuals)

Question 20

Symptoms of disorientation

Answer 20

• topographical orientation
• get lost from the classroom to other areas of the school (poor sense of spatial awareness)
• poor working memory
• offers makers along walls to common rooms or destinations
• kids with low vision may be dioriented

Question 21

T/F: Lunchtime isn’t stressful for child with a disabilty

Answer 21

False– it is because it elicits sensory aversions

Question 22

Social Behaviors Symptoms

Answer 22

• pushes other children who invade their space (fight/flight)
• no boundaries when playing with other children
• play tactile games & indicate that games are for being close
• require assistance. to enter into groups of children they want to play with

Question 23

Tactile seeking example

Answer 23

child touching your hair, brushing against you

Question 24

propceptive seeking example

Answer 24

kids that jump, lay