Sensory Diet: Practical Ways to Incorporate Sensory Input for children and students. Includes Discussion of Sensory Systems, Evidence Base Research on Sensory Diets, and free printables to create a Sensory Diet.

Proprioceptive input activities throughout the day improves sensory integration, self-regulation, and also prevents inappropriate sensory seeking behaviors.

An overall outlook on anxiety disorders, types of anxiety disorders, their symptoms, common risk factors involved, the aetiology of anxiety disorders as well as the treatments for anxiety disorders

Sensory Diet: Practical Ways to Incorporate Sensory Input for children and students. Includes Discussion of Sensory Systems, Evidence Base Research on Sensory Diets, and free printables to create a Sensory Diet.

Whether your child has sensory sensitivities, struggles with fine, gross, and/or visual motor skills, or needs help with handwriting, these occupational therapy activities will not disappoint!

BrainWorks: The Sensory Diet Creator Tool Just as youngsters with Asperger’s and High-Functioning Autism need food throughout the day, their need for sensory input must also be met. A “sensory diet” is a personalized activity plan that provides the sensory input “special needs” children must have in order to stay focused and organized throughout the day. Children and teens with mild to severe sensory issues can all benefit from a personalized sensory diet. Each Asperger’s or HFA youngster has a unique set of sensory needs. Generally, a youngster who is more lethargic or tired needs more arousing input, while a youngster whose nervous system is energetic or hyper needs more calming input. Occupational therapists can use their training and evaluation skills to develop a sensory diet for the youngster on the autism spectrum, but it’s up to parents and the youngster to implement it throughout the day. Effects of a sensory diet are usually immediate and cumulative. In other words, activities that stimulate the youngster or soothe her are not only effective in the moment – they help to restructure the youngster’s nervous system over time so that she is better able to handle transitions with less stress, limit sensory seeking and sensory avoiding behaviors, regulate her alertness and increase attention span, and tolerate sensations and situations she finds challenging. Each Asperger’s and HFA youngster is different and has unique requirements. But if parents take a close look at what their child is doing, he is telling his parents in the only way he knows how (with his behavior) what he needs. Parents can take what their child is already doing and make it safer and more appropriate. That's the beginning of a good sensory diet. BrainWorks simplifies the process of creating sensory diets and teaches self-modulation through its use. Click here to join BrainWorks. Brainworks Is The Premier Sensory Diet Creation Tool. Sensory Diets Are Designed Primarily For Those With Autism And Other Sensory Processing Disorders.

What is Sensory Processing Disorder? Join us in a series that explains the ins and outs of sensory processing. Find ideas, information and resources.

“Are you familiar with the TEACCH method for helping younger students on the autism spectrum? How does it work, and can it really help these ‘special needs’ students?” Let's first look at the basic principles of TEACCH. They include the following: 1. physical structure refers to the child’s immediate surroundings; daily activities (e.g., playing and eating) work best when they are clearly defined by physical boundaries 2. having a consistent schedule is possible through various mediums (e.g., drawings and photographs) 3. the work system establishes expectations and activity measurements that promote independence (ideal work systems will communicate objectives with minimum written instructions) 4. routine is essential because the most important functional support for kids on the autism spectrum is consistency 5. visual structure involves visually-based cues for reminders and instruction The TEACCH method emphasizes structure and has come to be called “structured teaching.” Structured teaching is comprised of three components, (1) teaching methods, (2) physical organization, and (3) scheduling: 1. Teaching Methods— Teaching methods are all behaviorally based. The goal for all programs is to maximize independence. This component includes antecedent and consequence strategies: Antecedent strategies include: using clear and concise language providing prompts which are student-specific and effective prompting only as much as necessary before a student responds incorrectly presenting materials in an organized manner getting student attention before giving instructions Consequence strategies employed include: basing reinforcer selection on student preference and motivation clearly defining consequences/reinforcers giving clear feedback regarding correct and incorrect responses giving frequent reinforcers providing reinforcers immediately following the desired behavior 2. Physical Organization— This component should include the following: “teacher only” materials should be inaccessible all areas should be free of clutter and/or broken items play areas should not be located near exits to decrease the likelihood of the child leaving the classroom the classroom should be clearly laid out so the children know where they are supposed to be and what they’re supposed to be doing there should be adequate space for independent and group work work and play areas should be well organized with all relevant materials available work areas should be arranged in the least distractible setting work areas should be clearly marked so the child can independently find his or her way to different locations within the classroom independently, and the boundaries within those areas should be clearly marked 3. Scheduling— There are two levels of scheduling that are crucial to the structured teaching method – the daily classroom schedule, and the individual schedule: The daily classroom schedule allows teachers and students to clearly know what will be happening during the day and should balance opportunities for individual, independent, group and leisure activities throughout the day. Individual students should also have smaller schedules within scheduled activities to clearly define the expectations during the class period. The individual schedules: should be a clear and consistent signal in the classroom which indicates time for a transition (e.g., timer, teacher instruction, student monitors clock, etc.) should contain information about which teachers and/or assistant will be in which area should help the student transition by letting him or her know where to be and what to do should inform the child about where and when to begin and end tasks The developers of this method have based their model on the idea that to effectively teach children on the autism spectrum, teachers must provide high levels of structure (i.e., they should set up the classroom so that these children understand where to be, what to do, and how to do it – all as independently as possible). As mentioned above, important aspects of structured teaching include: visually structured activities visual schedules structured work/activity systems routines with flexibility predictable sequence of activities organization of the physical environment With the TEACCH method, there is an emphasis on both (a) improving skills of young people with Asperger’s and High-Functioning Autism, and (b) modifying the environment to accommodate their deficits. Several reports have documented progress in kids who have received TEACCH services, as well as parent satisfaction and improvement in parent teaching skills. In a controlled trial, researchers discovered that kids treated with a TEACCH-based home program for 4 months (in addition to their local day treatment programs) improved significantly more than kids in the control group who received local day treatment services only. More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Do you get a sinking feeling in your stomach, a gut instinct deep down that tells you something isn’t quite right with your child’s behavior? There have been little clues and symptoms that there might be a sensory issue at play but you’re just not sure what to do with your suspicions. Scroll to the bottom for a VIDEO [...]

If your child has severe sensory processing difficulties you made need an Occupational Therapist, this blog will help you understand sensory processing.

Formally known as sensory integration dysfunction, sensory processing disorder (SPD) is a neurological condition in which the brain has difficulty receiving and responding to sensory information (e.g., smell, touch, taste, etc.) that an individual perceives, thus, resulting in atypical responses. Individuals with SPD can be hypersensitive (over responsive) and or hyposensitive (under responsive) to things in their environment. For example, some sounds may be painful or overwhelming to a child, b

The truth about four common misconceptions that people have about autism.

What is the difference between Autism and Sensory Processing Disorder? Unlike Sensory Processing Disorder, Autism is characterized by several signs and...

This set contains 3 posters for a sensory or therapy room. Relaxing, Pressure, and Waking. These activities and sensory tools have been shown to improve attention and concentration, improve body awareness, and regulate arousal levels. These are formatted for poster size and can be hung up as a visua...

Resources, tips, and materials to help you, help children with autism

For children needing proprioceptive outlets and/or exposure, use these proprioception toys and tools as a part of a sensory diet at home.

Researchers at UCSF have found that children with sensory processing disorders have decreased structural brain connections in specific sensory regions different than those in autism, further establishing SPD as a clinically important neurodevelopmental disorder.

Looking for information about sensory processing? Tired of looking through countless books and online resources to piece together what you need? With a sea of information out there, it’s no surprise to that printable information about sensory processing has become so appealing to our readers.If you’re a therapist, teacher, or other professional, printable sensory resources (along with some other creative strategies) can help you effectively communicate suggestions and information to your whole team. Parents also benefit from having easy access to printed materials so they can share information with their children’s family members and caregivers in a plain and simple

Sensory Integration (SI) is a complex process that makes it possible for a person to take in, organize and interpret information from our bodies and the world. Collating sensory information efficiently enables humans to function smoothly in daily life. For example: Is the soup hot or cold? Are my arms or legs going to bump into anything? Do I need to go to the bathroom?

"Is ADHD a result/symptom of Aspergers, or do the two disorders tend to coincide with one another?" People often wonder if these two disorders are opposite, independent, or correlated. At first blush, ADHD seems to be short attention span and inability to focus, and Aspergers (high functioning autism) the opposite problem. But then, descriptions of ADHD also mention ‘hyper-focus’. If they do turn out to be correlated or similar, then what are the differences between the two? Aspergers and ADHD share some similarities that can make diagnosis challenging. However, a close examination of their definitions reveals that the attention problems in Asperger are quite different from ADHD symptoms. The fact that a child can have both Aspergers and ADHD further adds to the confusion. Roughly 60-70 % of children with Aspergers have symptoms which are compatible with an ADHD diagnosis. Here are some of the similarities between ADHD and Aspergers: Attention problems Irrationally energetic activity Learning problems Often appears to not be listening to someone during a conversation Problems following directions Says inappropriate things and has problems figuring out the appropriate response to some situations Talking at someone or talking nonstop Tantrums When younger, difficulty accepting soothing or holding Both Aspergers children and ADHD children have serious sensory integration problems, can be uncoordinated and impulsive, and they both very much respond positively to structure and routine. Whenever there is a deficit in executive functions, it manifests itself in inattentiveness, distractability and impulsivity – three areas recognized on both the Aspergers and ADHD checklist of behaviors. Here are some of the differences between ADHD and Aspergers: 1. Aspergers focuses more on attention problems related to (a) a need for strict routines, (b) language difficulties, (c) obsessive rituals, and (d) self-stimulating behaviors. Conversely, ADHD focuses more on attention problems related to (a) impulsivity and (b) hyperactivity. 2. A child with Aspergers has the ability to focus on an activity of interest. A child with ADHD does not. 3. An Aspergers child tends to focus on only one activity with a level of intensity that excludes everything else in his environment (e.g., he may spin an object for hours and refuse to engage in any other activity). On the other hand, an ADHD child tends to be interested in multiple activities, but is easily distracted by the environment and jumps from one activity to the next. 4. A child with Aspergers may get angry if his routine or favorite activity is interrupted, but he does not generally show a wide range of emotions in public. A child with ADHD may be prone to express emotions directly and clearly. 5. An Aspergers child can stick with one activity for long periods of time. The child with ADHD may not be able to focus on any activity or subject for more than a few minutes. 6. Children with Aspergers and children with ADHD usually want to have friends. Both groups have poor “rite-of-entry” skills and both groups play badly. Yet both groups usually fail socially for different reasons. With Aspergers, the behavior is so unusual and idiosyncratic that the child is viewed as a “nerd” or a “weirdo”. With ADHD, the behavior is so loud and chaotic that the child is viewed as annoying or disruptive. 7. Children with Aspergers like rules, but break the ones they don’t understand. Children with ADHD frequently break rules they understand, but defy and dislike. 8. Children with Aspergers are often oppositional in the service of avoiding something that makes them anxious. Children with ADHD are often oppositional in the service of seeking attention. 9. Children with Aspergers crave order, hate discrepancy, and explode (or withdraw) in the face of violation of expectations. Thus, they are very brittle and fragile. Children with Aspergers are much more tyrannized by details – they accumulate them, but cannot prioritize them. Children with ADHD also have poor organizational skills, but can be much more fluid in their thinking, more inferential in their comprehension, and less rigid in their treatment of facts that they are able to organize. 10. An Aspergers child can talk or play quietly. An ADHD child finds talking or playing quietly very difficult. 11. An Aspergers child has difficulty waiting for his turn in games or activities due to a lack of social intelligence. An ADHD child has difficulty waiting for his turn due to impulsivity. 12. Both groups seem not to listen when spoken to directly, but for different reasons. It appears that the Aspergers child is not paying attention because he avoids direct eye-contact. It appears that the ADHD child is not listening because he is focused on other things at the time. The main differences between Aspergers and ADHD deal with focused attention ability as well as whether or not obsessive behaviors and sensory issues are present. It is possible for a child to have a cormorbidity of ADHD and Aspergers (i.e., both conditions are present). A child with both conditions will have more ADHD symptoms (e.g., impulsivity and hyperactivity) than common in Aspergers. The problem with the Aspergers - ADHD overlap is that, at the more severe margins of the ADHD spectrum and the less extreme margins of the Aspergers spectrum, clinicians can legitimately argue for one over the other diagnosis. It is common for a child with Aspergers to first be diagnosed with ADHD due to attention and behavioral issues. As further tests are done and more specialists get involved, a more specific diagnosis of Aspergers is often made. Most of the processes to get these labels placed are not an exact science, and the frustrating process for parents, teachers, and medical professionals is finding the right label to make sure that the right approaches are taken to help the child progress in the best manner possible. More resources for parents of children and teens with High-Functioning Autism and Asperger's: ==> How To Prevent Meltdowns and Tantrums In Children With High-Functioning Autism and Asperger's ==> Parenting System that Significantly Reduces Defiant Behavior in Teens with Aspergers and High-Functioning Autism ==> Launching Adult Children with Asperger's and High-Functioning Autism: Guide for Parents Who Want to Promote Self-Reliance ==> Teaching Social Skills and Emotion Management to Children and Teens with Asperger's and High-Functioning Autism ==> Parenting Children and Teens with High-Functioning Autism: Comprehensive Handbook ==> Unraveling The Mystery Behind Asperger's and High-Functioning Autism: Audio Book ==> Parenting System that Reduces Problematic Behavior in Children with Asperger's and High-Functioning Autism

Sensory diet cards are an amazing tool to help kids improve their attention, communication, and more! Learn how to use them and print your...

To most of us, feeling our heartbeat and our lungs fill with air seems like second nature. The same goes for feeling pain when we have run into something or bee

Inside: Browse, print, and use this comprehensive list of IEP Accommodation and 504 Accommodations. Includes a PDF.

Tips that we have used to help our kids, both those with sensory processing disorders as well as our other children.

Do you wonder if your child has more sensory related difficulties that you aren't aware of? Don't miss these sensory red flags.

When your child has sensory processing disorder, or just sensory issues, even homeschooling can be challenging. Here are some tools and tips to help.

Our bodies are very skilled at communicating with the brain. However, some may have more trouble than others. Learn about what interoception is and how you can improve yours.

A neurotypical pediatric occupational therapist provides ways for neurotypical people to develop empathy for autistic people.

Learn how to identify symptoms of sensory modulation disorder, such as sensory seeking, which is often confused with signs of ADHD.