1. The Sensory Systems
aWork together
aGive us accurate picture of the world and our place in it
aThe brain uses sensory info in an organized way
Sensory Processing
aIs the receiving and perceiving of sensory info
aUsually integration of sensory info is done without effort
aFunction of sensation is to aid in perception, the control of movement, and maintenance
of arousal
Sensory Processing
aComponents of Sensory Processing
1. Sensory modulation
2. Sensory discrimination
3. Praxis
Sensory Processing Processes
1. Registration
2. Orientation
3. Interpretation
4. Organization of a response
5. Execution of a response
Sensory Processing Problems
aPossible causes and theories:
•Do not adequately receive or process information from these sensory systems as
different wiring
•Genetics: quirkiness within the family tree
•Prematurity: immature/ disorganized nervous system
•Birth trauma, medical procedures, medically fragile all put one more at risk
•Deprivation
•Problems coexisting with other conditions
The Sensory Systems
1. Tactile System
aLargest and first system to develop
aTactile receptors throughout the body
aThis is the primary map of ME (homunculus)
aTouch is important as an embryo and after birth
aTouch gives us info and puts the boundaries in ME

2. The Sensory Systems
1. Tactile System cont.
The Sensory Systems
1. Tactile System cont.
Primary function of the tactile system is to help one feel comfortable with self and
environment
aDiscriminative
aProtective
The Sensory Systems
Tactile System Problems
aMore input Needed Behaviors
(passive under responsive or active seekers)
aAvoiding Behaviors
(over responsive)
The Sensory Systems
2. Vestibular System
aIt is located within the inner ear and has strong ties to the auditory and visual systems
aIt is the primary organizer and modulator of sensory input for self regulation
aSystem is needed for balance, postural stability, muscle tone, use vision, plan actions,
move, calm and regulate behavior
The Sensory Systems
2. Vestibular System cont.
aThis input can either quiet, stimulate or organize one’s activity and alertness level
aIt is the strongest sensation
aIt puts the ME in my space
The Sensory Systems
2. Vestibular System cont.
Functions of the vestibular system:
aProtective
aDiscriminate
The Sensory Systems
Vestibular System Problems

3. aMore input Needed Behaviors
(passive under responsive or active seekers)
aAvoiding Behaviors
(over responsive)
The Sensory Systems
3. Proprioception System
aIs the unconscious awareness of body position and important for postural stability,
motor planning and grading of movements
aReceptors located in muscles, joints, tendons, ligaments, and connective tissue
aFunction of vestibular system and proprioception system overlap as the prop. receptors
respond to movement and gravity
aCan not “overdose” on proprioceptive input
The Sensory Systems
3. Proprioception System cont.
aCertain prop. senses help with brain regulated arousal states and many of us use
different strategies for self-regulation
aProprioception and self-stimulation/ self-injurious behaviors
aProp. input can filter out other unpleasant sensations
aPuts ME in the picture- usable body map
The Sensory Systems
Proprioceptive System problems
a More input Needed Behaviors
(passive under responsive or active seekers)
aAvoiding Behaviors
(over responsive)
The Sensory Systems
4. Auditory System
The Sensory Systems
Auditory System Problems

4. aMore input Needed Behaviors
(passive under responsive or active seekers)
aAvoiding Behaviors
(over responsive)
The Sensory Systems
5. Visual System
The Sensory Systems
5. Visual System Problems
aMore input Needed Behaviors
(passive under responsive or active seekers)
aAvoiding Behaviors
(over responsive)
The Sensory Systems
6. Olfactory System
The Sensory Systems
6. Olfactory System Problems
aMore input Needed Behaviors
(passive under responsive or active seekers)
aAvoiding Behaviors
(over responsive)
The Sensory Systems
7. Gustatory System
The Sensory Systems
7. Gustatory Problems
aMore input Needed Behaviors
(passive under responsive or active seekers)
aAvoiding Behaviors
(over responsive)
A little about Neurotransmitters/ Neurochemicals
aDopamine: Activation chemical: makes us want to move, helps us feel focused, enables
us to concentrate
•is the pleasure chemical, is the chemical of the emotional brain center
•pressure touch with TLC enhances dopamine the fastest
A little about Neurotransmitters/ Neurochemicals
aSerotonin: this is the master modulator, makes us feel that all is okay and we are safe/
content
•responsible for working memory and for ME in the picture
•gets depleted under stress, can go into shutdown
•proprioception/ joint input/ heavy work enhances Serotonin which can enhance
Dopamine
A little about Neurotransmitters/ Neurochemicals cont.
aNorepinephrine: chemical for selective attention

5. •novelty triggers Norepinephrine
•contributes to the activation of fight/ flight/ fright response
•use proprioception/ joint compression/ heavy work to enhance activation of
Norepinephrine
Arousal levels and sensory
Arousal Levels and Sensory cont.
aTypes of arousal levels:
•low
•optimal/ just right
•high: often respond to sensory stimuli with a strong response, frequently in fright/ flight/
fight response, may remove self to get away/ may scream in fright with too much input
athose that spend more time in high and low arousal maybe constantly seeking or
avoiding input to regulate
Sensory Behaviors and
Sensory Strategies
aBehaviors we note with students often are proprioceptive: to get ME in the picture? To
get the chemistry needed?
asensory strategies will help with the chemistry (neurochemicals)
aHand flapping (proprioception): provide hand fidgets, wall/ chair push -ups, weighted
vest/ blanket
Sensory Behaviors and
Sensory Strategies cont.
aHead banging/ ear flicking (vestibular /proprioception/deep tactile/ rhythm): provide
strong movement/ proprioception as swinging, swimming, biking, use ball/ mini-tramp,
chair/ wall pushups
aHumming/ other vocalizations (proprioception/ vibration/ auditory): provide mini-
massager to mouth/ face/ ear, blow toys, calming music
Sensory Behaviors and
Sensory Strategies cont.
aExcessive mouthing/ chewing on non-food items (proprioception/ tactile): chewy,
crunchy-chewy foods, strong flavors of food, battery toothbrush/ massager
aMasturbation (proprioception/ tactile deep pressure): ball, seat inserts, jumping and
crashing, weighted vest/ belt
aSpinning self (vestibular/ visual): provide strong rotary movement on sit n spin, hold
hands while person spins

6. a Smelling (gustatory/ olfactory): provide strong flavors as cinnamon/ lemon/ peppermint
Sensory Behaviors and
Sensory Strategies cont.
aComplains about performing hygiene, clothing and food textures (tactile defensiveness):
provide deep touch input the whole body as wrapped in blanket/ sheet, heavy work input,
analyze clothing and food textures, social stories
aRocking –standing (proprioception, vestibular, rhythm): appropriate rhythmical
activities, seat inserts/ ball, movement breaks
aFecal smearing (vestibular, proprioception, tactile) very primitive reaction to identify
who/ where they are: heavy work, movement, deep pressure activities
aLunging (vestibular, proprioception): joint compression, heavy work, movement
activities
Sensory Behaviors and
Sensory Strategies cont.
aRocking in chair/ seat (vestibular/proprioception, rhythm): provide movement breaks, sit
on cushion/ ball, play/ sing rhythmical music
aTeeth grinding (proprioception, auditory, vibration): mini massagers, battery toothbrush,
blow toys, chewies, crunchy and chewy foods
aPhysical strategies for those that are more active/ difficulty sitting: cushion/ ball, varied
positions as on stomach/ standing (with marked off space), rocking chair, sit in small tent/
quiet area
Sensory Behaviors and
Sensory Strategies cont.
aFor those distracted by noises/ difficulty with auditory processing: ear plugs/
headphones, simplify directions, use gestures to reinforce verbal messages, visual assists
aDecrease distractions for those who are sensitive/ easily distracted: minimize all objects
around, store unnecessary items, turn lights on low, put work in hallway
aAttention getters for those who have difficulty attending: plan language activities after
gross motor time, preferential seating, use proximity and touch to help focus, soft voice
with expression, open windows/ turn on fan
Calming Activities
aFor those that are over active:
•Visual: dim lights, unchanging visual stimuli, quiet corner/space, preferential seating
looking away from doors/ windows

7. •Auditory: use soft voice/ slower speech, familiar, rhythm sounds, 60 beats per minute,
rain stick
Calming Activities cont.
•Tactile: items that are simple shapes, smooth, warm, familiar, soothing, wrap snugly
within blanket, neutral warmth is relaxing, being squished in a mat, steamroller
Calming Activities cont.
•Proprioception: provide activities that have slow push-pull, slow stretch, wall/ chair/
hand push-ups
Calming Activities cont.
•Vestibular: slow, rhythmical/ predictable movement as swinging/ rocking/ swaying
•Olfactory: relaxing scents as lavender and vanilla
•Gustatory/ Tactile: sweet tastes and sucking are also relaxing
Alerting Activities
aTo wake up the system or provide one with what they seek
aAlways provide some type of organizing activity afterward (proprioception usually) so
does not become over aroused
aRemember: Proprioception and heavy work are the good modulators of sensory input
•Visual: bright lights, unexpected lights, bright colors, red-yellow shades
•Auditory: music with erratic, fast beat, unexpected noises
Alerting Activities cont.
•Tactile: light touch, unexpected touch, rough textures, intricate shapes, cold
temperatures
•Proprioception: sudden stopping, jerky/ quick/ fast / unexpected/ variable change

8. •Vestibular: head inverted, rapid/ jerky/ angular changing directions movement: twirl,
roll…
•Olfactory: arousing scents as peppermint
• Gustatory: use spicy / sour flavors and spices, crunchy / chewy foods
Organizing Activities
Classroom heavy work activities:
-Carrying heavy objects
-Pulling self using rope when on scooterboard
-Pulling heavy crate, bolster
-Pushing weighted ball, teacher in wheeled chair
–Erasing boards
–Using play dough/ clay
–Constructive toys
–Squeezy fidget toys
–Hammer toys
Classroom heavy work activities:
-Working on vertical surfaces
-Adding weights to chairs, boxes, etc.
-Rolling, crawling up inclines
-Caterpillar tunnel made of lycra
-Body sox made of lycra
-Stretching
-Tug of war, rough housing and wrestling with structure
-Lying on blanket, being swung, then crash into pillows
-Movements as wheelbarrow walk, row, row your boat, animal walks, crawling
Summary
Equipment:
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