Presentation from Florida Council for Exceptional Students conference October 2011 by Daniel W. Eadens, Ed.D. & Danielle M. Eadens, Ph.D.

1. Stop the World, I Need to Get
Off:
The Future of
Sensory Processing
Disorder in the
Classroom
Daniel W. Eadens, Ed.D.
University of Southern
Mississippi
Danielle M. Eadens, Ph.D.
St. Petersburg College
Florida Council for Exceptional Students Conference
October 2011

2. I have selective
hearing or difficulty
listening
“SPD is a
neurologically-based
disorder where the
brain does not
properly process and
integrate input from
the body’s sensory
systems.”
~Dr.Eadens Eadens
Drs. Daniel & Danielle FCEC 2011 2

3. Well Documented
Children respond to sensory experiences differently from peers
without disabilities. Sensory Processing Disorders (SPD) are
well documented :
• Initial Sensory Integration theory from Dr. Jean Ayres in
the 1960s
• Basic Science Literature (Ornitz, 1989; Ornitz, Lane,
Sugiyama, & de Traversay, 1993; Yeung-Courchesne &
Courchesne, 1997),
• Clinical Literature (Ermer & Dunn, 1998; Kientz &
Dunn,1997; Watling, Deitz, & White, 2001)
• First-Person Accounts (Cesaroni & Garber, 1991; Grandin,
1995), including Eadens & Eadens, 2011 at FCEC.
Note: Initial appearance of Sensory Processing symptoms
often predate diagnosis (Adrien et al., 1993; Baranek, 1999;
Dahlgren & Gillberg, 1989; Lord, 1995).
Drs. Daniel & Danielle Eadens FCEC 2011 3

4. Current Research on
Diagnosis & Origin
OTs use the Sensory Profile (1999) & and the Sensory
Processing Measure (2007) to assess the sensory needs
of children. Both have significant reliability (internal
consistency and inter-rater reliability), (Brown,
Morrison, & Stagnitti, 2011).
Welters-Davis & Lawson (2011) studies the relationship
between SP and Parent–Child play preferences. Results
suggests a possible relationship between some parent and
child SP patterns and between parents' SP patterns and
their play preferences with their children.
Drs. Daniel & Danielle Eadens FCEC 2011 4

5. Current Research
May-Benson, et al. (2010) systematic review of 27
studies, results indicated that the SI Therapy
approach:
– often results in positive outcomes in sensorimotor
skills and motor planning; socialization, attention,
and behavioral regulation; reading-related skills;
participation in active play; and achievement of
individualized goals.
– Gains in gross motor skills, self-esteem, and
reading gains may be sustained from three months
to two years.
In an inclusive kindergarten classroom, sensory needs
Drs. Daniel & Danielle occupational skill sets can be better met
and other Eadens FCEC 2011 5

6. “Balance”
(prō'prē-ō-
sěp'shən) “Muscles”
Image courtesy of Asperger
Syndrome & Sensory Issues
Drs. Daniel & Danielle Eadens FCEC 2011 6

7. Sensory Disorder Subtypes
• Sensory Modulation Disorder
– Difficulty taking in sensation so that response,
level of arousal, and emotional tone are not
appropriate to the situation
– Includes children who seek/avoid sensations
• Sensory discrimination disorder
– Difficulty recognizing or interpreting
differences or similarities in qualities of stimuli
• Sensory-based motor disorder
– Dyspraxia (planning movement) 
– Postural-ocular disorder (controlling
movement) Citations:
-Teresa Leibforth, OTR/L &
Karen Nathan, OTR/L
Drs. Daniel & Danielle Eadens -SPD Fact Sheet for MDs 7

8. Sensory Profiles
(*Subtypes)
J (DOB 2005) Z (DOB 2008)
*Sensory-based Motor Disorder *Sensory Modulation
*Sensory Modulation Disorder Disorder
SEEKER SEEKER
-Auditory -Vestibular
-Visual (art-related) -Proprioception
-Visual
AVOIDER (esp. videos)
-Vestibular -Tactile
-Proprioception
-Tactile
AVOIDER
-Gustatory
-Visual & Olfactory -Auditory
(unpleasant-food related -Gustatory (learned vs.
only) innate?)
Drs. Daniel & Danielle Eadens FCEC 2011 8

9. Best Practices
Children BEST benefit from sensory integration
therapy (SIT) when all stakeholders:
communicate, collaborate , create, commission, and
carryout a specific “sensory diet” plan for the
child based upon the child’s specific needs,
circumstances, history, and severity.
• Occupation Therapist
• Physical Therapist
• Classroom Teacher
• Special Educator
• Counselor
• Parent
Drs. Daniel & Danielle Eadens FCEC 2011 9

10. Sensory Diet
• “A sensory diet is a daily or weekly
list of activities that the child can
engage in during regular routines to
help maintain an optimal state of
arousal” (Spiral Foundation).
• Home versus school
Extreme Home Makeover, Vardon Family
Drs. Daniel & Danielle Eadens FCEC 2011 10

11. J’s Sensory Diet
Home School
AM
-Recess, including swings
-Food side & toothpaste flavor
choice (Accommodations per
-Music on the way to school 504)
PM -Special cushion
-Body sock
-Trampoline -Slant board
-Finger strengthening (handwriting)
-Swing -Sensory breaks
-Walk/ride (opportunity to get up,
-Brain activating dance chair pushups, etc.)
-Soft sherpa blanket & animals
-Classical music overnight -Sensory items as
needed
Rocking hold: as needed -Testing breaks
-Preferential seating to
Drs. Daniel & Danielle Eadens FCEC 2011 reduce 11

12. Z’s Sensory Diet
Home
AM
Trampoline
PM
Trampoline
Swing/walk
Foot rub School
Scalp massager Specials MWF: dance,
Classical music overnight gymnastics, sports
(desensitization) Swings, balance beam
Opportunity to play alone
Body sock: as needed or in different room if
needed
Drs. Daniel & Danielle Eadens FCEC 2011 12

13. Occupational Therapy
• Swinging
• SteamRoller Z
• Climbing • “Crashing”
• Jumping • Jumping
• Fine motor • Executive
muscle functioning
development planning
(writing, building
• Fine motor task
with small items,
speed
etc.)
Drs. Daniel & Danielle Eadens FCEC 2011 13

14. Sensory Changes -
• Vestibular
Since J started therapy three years
ago, high improvements:
– Age 3: Did not like to be swung around
– Age 3.5: Starts to like & seek out swings
– Age 5: Went on Thunder Mountain
– Age 6: Wants to fly!
Drs. Daniel & Danielle Eadens FCEC 2011 14

15. Sensory Changes – Feeding
• (J)
Gustatory - Mild improvements
– Age 3: Will not try anything completely new
– Age 3.5: Trying anything new at least once
– Age 5-6: “too salty” if he does not like the
taste
• Tactile/Visual –Mild improvements
– Age 3: If it looks like I won’t like it, not trying it.
Texture stronger than taste
– Age 4: Learning to describe different textures,
preferences still strong
– Age 5-6: Taste = texture. Less revulsion to unwanted
texture , but still a struggle
• Olfactory – Moderate improvement
– Age 3: If there’s a smell in the room I don’t like, I’m
not eating anything.
– Age 4: Selecting spices (cinnamon!)
– Age 5: Willing to try a food even if he does not like
the smell 
Drs. Daniel & Danielle Eadens FCEC 2011 15

16. Classroom Teacher
•
Strategies
Plan your lessons using Universal &
Differentiated approaches that include
planned opportunities to build sensory
opportunities
• Provide ways for kids to get their sensory
needs met as a part of your lessons (the
needs will be met – either you choose or
they will ;)
• Do brain building activities that develop
connections between hemispheres (music,
brain dance, brain gym, swinging side-to-side,
motor & cognitive activities paired together…)
• Know your kids and ensure that they get
the services they need, including early 16
Drs. Daniel & Danielle Eadens FCEC 2011

17. Future of SPD in the
• Classroom
Eventually, probable
addition to the DSM &
is already in most
pediatrician guides.
Sensory
• Expect it to be Academic needs
diagnosed more data
commonly
• ADHD students may be
reclassified if Learning
misdiagnosed Styles
• Increased partnerships
with OT for early
screening and
intervention planning
• Will become part of Instructional
the data used in Programming & Lesson
planning a more
effective learning Planning
Drs. Daniel & Danielle Eadens FCEC 2011 17
environment for ALL

18. Children's Literature on
Sensory Disorders
• Meghan’s World by Diane Renna
• This is Gabriel Making Sense of School
by Hartley Steiner
• Arnie and His School Tools by Jennifer
Veenendall
• Squirmy Wormy by Lynda Farrington
Wilson
• Howard B. Wigglebottom Learns to Listen
by Howard Binkow (not on Sensory but
highly recommended to assist in direct
instruction needed for 18
organization/listening)
Drs. Daniel & Danielle Eadens FCEC 2011

19. Resources to recommend
for sensory feeding issues
• Just Take A Bite: Easy, Effective
Answers to Food Aversions and Eating
Challenges by Lori Ernsperger, Ph.D.
• Cooking Art: Easy Edible Art for
Young Children by MaryAnn Kohl &
Jean Potter
• Eating for Autism: The 10-Step
Nutrition Plan to Help Treat your
Child’s Autism, Asperger’s, or ADHD
by Elizabeth Strickland, MS, RD, LD 19
Drs. Daniel & Danielle Eadens FCEC 2011

20. Recommended Resources for
Parents/Teachers
• Raising a Sensory Smart Child by
Lindsey Biel, M.A., OTR/L & Nancy
Peske
• Answers to Questions Teachers Ask
about Sensory Integration by Jane
Coomar, PhD, OTR/L, FAOTA , Carol
Kranowitz, MA, & Stacey Szklut, MS,
OTR/L
• The Out-of-Sync Child Has Fun by
Carol Kranowitz, M.A.
Drs. Daniel & Danielle Eadens FCEC 2011 20