In years gone by, not much research was available on the ways that environment affects children with special needs. These children were often placed into regular classrooms and expected to conform to the parameters of the majority. Sensory-friendly classrooms were a thing of the future and kids with special sensory needs received little, if any, help.  Sensory-supported learning was unheard of and many children with special learning requirements were simply unable to access environments that supported good learning outcomes. Sadly, many slipped through the cracks or didn’t achieve their full potential.
These days, there is a lot more knowledge around the needs of children with autism spectrum disorders, ADHD, anxiety disorders, learning disorders, sensory processing disorder and other issues that affect a child’s ability to learn. In response, educators and other professionals are seeing the value in creating sensory-friendly learning environments that enable children with special needs to integrate more readily into regular classrooms.

Three Major Principles that Impact Learning Outcomes

Recent studies have shown three crucial areas that impact learning outcomes for children with special sensory needs. These studies looked at the broad functioning of the brain and the way it resolves sensory input. From there, researchers were able to determine three major principles that govern the way individuals relate to the natural, personal and task environments that surround them in any given space. These principles cover the following areas:

Naturalness

This refers to areas of physical comfort such as lighting, temperature, acoustics, and air quality levels. Sensory-sensitive children have a lower threshold for tolerating classrooms that fail to adequately address these areas. The research discovered that when these areas are adequately addressed to meet the needs of sensory-sensitive kids, learning outcomes improved substantially (1).

Individualization

This principle covers how well a classroom is adapted to a child’s point of view. Studies found that children experience better learning outcomes when they are able to take control of aspects of their environment to suit their needs (2). Therefore, ownership and flexibility are important elements of a sensory-friendly classroom. Also important is connection, referring to the layout, design and friendliness of the connections between spaces, such as corridors and walkways (3).

Level of Stimulation

The level of stimulation refers primarily to the visual stimulation in a classroom environment and this can be broken down into two sub-categories: Colour and Complexity. Getting the colour right aids children with moods, mental clarity and energy levels (4), while managing complexity helps with distraction, behaviour and focus (5).

10 Parameters to Include in Sensory-Friendly Classroom Design

So, in summary, under the three principles outlined above, there are 10 major parameters that influence sensory experience in the classroom:

1. Light
2. Sound
3. Air Quality
4. Links to Nature
5. Temperature
6. Ownership
7. Flexibility
8. Connection
9. Complexity
10. Colour

Simple Tips to Create a Sensory-Friendly Classroom

• Minimize visual displays to reduce distraction
• Allow “movement breaks” every 20-40 minutes for the children that need extra stimulation
• Create “quiet spaces” that children can retreat to if noise becomes overwhelming (this can help to avoid meltdowns)
• Allow children that are sensitive to touch to be in positions where they will not be bumped or touched by others
• Pay attention to seating and ensure that each child has a chair that is a comfortable fit. Consider alternative seating styles for kids with special sensory needs
• Use visuals to help children know what’s going to happen next and to reinforce routine
• Try to determine which students will benefit from any available natural light and which ones do better with dimmer light and arrange seating accordingly
• Take steps to minimize noise where possible

There are many things you can do to create a sensory-friendly classroom. Lots of these things are simple and inexpensive to implement but can make a substantial difference in learning outcomes. To find out more, check out my classroom detox program.
References:
(1) Barrett P. S., Davies F., Zhang Y., Barrett L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118-133. doi:10.1016/j.buildenv.2015.02.013
(2) Higgins S., Hall E., Wall K., Woolner P., McCaughey C. (2005). The impact of school environments: A literature review. London, England: Design Council
(3) Alexander C., Ishikawa S., Silverstein M. (1977). A pattern language. New York, NY: Oxford University Press.
(4) Englebrecht K. (2003). The impact of color on learning.
(5)Fisher A., Godwin K., Seltman H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological Science, 25, 1362-1370. doi:10.1177/0956797614533801

We hear a lot about screen time and the effects on developing brains, but children and young people with ASD (Autism Spectrum Disorder) are particularly at risk of adverse side-effects. Families struggling to cope with life with a child or teen with ASD are also at greater risk because of the exacerbated symptoms of excess screen time.

Correlation Does Not Equal Causation

While there are definite links between screen time and its effects on an autistic brain, it’s important to note that screen time has not been proven to cause autism. One Swedish study in 2014 concluded that the cause is likely a 50/50 split between environmental and genetic factors. As a complex disorder,  many other related factors also lie in the origins of the disorder within individuals.

Why are Autistic Brains more Vulnerable to the Effects of Screen Time?

Although we are all susceptible to the effects of excess screen time to one degree or another, young brains are more vulnerable than adults, and it affects children and young people with ASD much more than anyone else. This is because the unique characteristics of a brain with ASD  lend themselves far more readily to the disruption and chaos caused within the brain by screen time. ASD brains are not wired to readily process the regular use of technology without side-effects.
Not only are children with ASD more susceptible to the harmful effects of screen time, but they are also less able to recover. The effects last longer and have a deeper impact simply because their brains are not wired to cope. They are more sensitive, less resilient and more prone to lasting effects.

What Does Excess Screen Time Do to Children with ASD?

Excess screen time has a profound effect on the behaviour and coping mechanisms of children with ASD. These include the following;

1. Exacerbated Arousal Regulation Issues

Children with ASD often struggle with arousal regulation issues such as emotional dysregulation, exaggerated responses to stress, and a tendency to be either overstimulated or understimulated [1]. Excess screen time exacerbates all of these issues and manifests itself as exaggerated emotional dysregulation and increased likelihood of acute and chronic stress. It also causes overstimulation and hyperarousal [2].

2. Augmented Sleep Disturbances

Children with ASD often suffer from low melatonin, leading to sleep disturbances, particularly when technology is used at night [3]. Melatonin regulates the body clock and is critical for normal sleeping and waking patterns. It also works with other hormones to keep the brain chemistry balanced, plays a part in regulating immunity, and lowers inflammation. Excess screen time suppresses the production of melatonin, leading to even greater problems with sleep in children with ASD.

3. Increased Social and Communication Deficits

Screen time hinders the development of social and communication skills – even in children and teens that don’t have ASD [4]. This manifests as an inability to make eye contact, impaired ability to read body language, low levels of empathy and a delay in gaining language skills.

4. Higher Anxiety Levels

Children with ASD are prone to anxiety and screen time increases the risk of social anxiety and OCD issues. In addition, children with autism have been shown to be at greater risk of abnormal serotonin synthesis and amygdala activity and changes in amydala activity and serotonin regulation have been observed as a result of screen time [5].

5. Magnified Sensory Processing Issues

Children with ASD are more likely to experience sensory and motor integration problems such as sensory processing disorders, tics, and vocal and motor delays. Screen time worsens these issues, particularly sensori-motor delays. Tics may also worse due to higher dopamine levels.

Strategies to Help Families Reduce or Eliminate Screen Time

1. Educate Families About the Risks of Screen Time on an Autistic Brain

For many families, the use of technology is tempting because it restores peace, at least for a short time. So it is important that families understand the benefits of reducing or eliminating technology or they may be unwilling to try something new.

2. Encourage Families to do a Technology Detox

When families understand how technology use affects the brain of a child with ASD, initiating change is easier. Encourage them to try it for a specified time period (4 weeks is a good length of time to aim for) and see if it makes a difference.

3. Come up with Strategies to Replace Screen Time

Weaning a child off a favourite device will be more successful if parents have a plan in place ahead of time to replace that time with something more interesting or engaging. This will be something that fits each family’s unique dynamics, but memory-making events, spending time together out in nature, and playing together are options that can work well.

4. Encourage Parents to Limit their Own Technology Use

Encourage parents to model what they are trying to achieve. When children see that parents are not using technology either, they are more likely to accept the family’s decision to limit or eliminate screen time from family life.

5. Educate Parents about Healthy Sleep Habits

Some parents are not aware of the effects of screen time on sleeping habits – even for children and teens that don’t have ASD. Encourage parents to turn off all technology at least 2 hours before bedtime and establish regular bedtime routines and rituals. Preparing a child’s brain for bed is half the battle won.

If you would like to know more about screen time and autism, get in touch and call Deb or send us an email. We’ll be happy to talk to you!

References:

[1]. Matthew S. Goodwin et al., “Cardiovascular Arousal in Individuals with Autism,” Focus on Autism and Other Developmental Disabilities 21, no. 2 (2006): 100–123; BA Corbett and D Simon, “Adolescence, Stress and Cortisol in Autism Spectrum Disorders.,” OA Autism 1, no. 1 (March 1, 2013): 1–6.
[2].  Marjut Wallenius, “Salivary Cortisol in Relation to the Use of Information and Communication Technology (ICT) in School-Aged Children,” Psychology 1, no. 2 (2010): 88–95; Amy E. Mark and Ian Janssen, “Relationship between Screen Time and Metabolic Syndrome in Adolescents,” Journal of Public Health 30, no. 2 (June 1, 2008): 153–60; Gary S. Goldfield et al., “Video Game Playing Is Independently Associated with Blood Pressure and Lipids in Overweight and Obese Adolescents,” ed. Philippe Rouet, PLoS ONE 6, no. 11 (November 1, 2011): e26643.
[3]. ] Shigekazu Higuchi et al., “Effects of Vdt Tasks with a Bright Display at Night on Melatonin, Core Temperature, Heart Rate, and Sleepiness,” Journal of Applied Physiology (Bethesda, Md.: 1985) 94, no. 5 (May 2003): 1773–76.
[4].  R. Adolphs, L. Sears, and J. Piven, “Abnormal Processing of Social Information from Faces in Autism,” Journal of Cognitive Neuroscience 13, no. 2 (February 15, 2001): 232–40.
[5]. Jun Kohyama, “Neurochemical and Neuropharmacological Aspects of Circadian Disruptions: An Introduction to Asynchronization,” Current Neuropharmacology 9, no. 2 (2011): 330; Klaus Mathiak and René Weber, “Toward Brain Correlates of Natural Behavior: fMRI during Violent Video Games,” Human Brain Mapping 27, no. 12 (December 2006): 948–56.

Written by Nicky Ellis – www.horsesandfoals.com 
Horses have shared a bond with man for many thousand years. Horses have been used extensively to transport goods as well as people. Horses have also lent help in the fields of construction and agriculture. They are also used in sports such as horse racing, polo etc. and also for recreational riding purposes. Over the last few decades, horses have also contributed to helping individuals with physical disabilities, mental health, and behavioral issues.
Let’s take a look at how these gentle animals help promote developmental benefits.

1. Positive influence on fitness and health
2. A boost in scholastic performance
3. Effective tackling of Sensory Processing Disorder (SPD)
4. Boost in confidence
5. Helps ingrain positive traits

1. Positive influence on fitness and health
It has become extremely easy as well as affordable to gain access to the latest technological gadgets, in this digital age.Children are often found engrossed with games on their smartphones or tablets or watching mindless television. These habits lead to a sedentary lifestyle and can oftentimes lead to physical health problems including childhood obesity. It also hampers their creativity, reasoning power and the capability of thinking logically.
Bringing kids in the outdoors has many benefits. Besides breathing in the crisp and fresh air, your child learns to be in sync with their natural surroundings. Taking in fresh air helps boost memory, and also keeps your child’s mind active. It also helps your child improve their creativity. Introducing your child to a sports activity such as horseback riding will be a good motivation for them to spend time outdoors.
Horseback riding is an excellent form of exercise to the body as well as the mind. This activity helps utilize the core muscles optimally. In order to avoid falling off the horse and maintain a steady balance, when engaged in horseback riding, the rider is required to use the muscles of the inner thighs and the pelvic muscles. Usage of these particular muscle groups help children in developing a correct posture at an early age. It also improves flexibility and helps build muscle tone. Besides promoting good health, activities such as horseback riding are great for burning off calories.
When your child is mounted on a horse, you are highly likely to think that the horse is carrying the weight of your child and walking/running as well. Therefore all the hard work is done by the horse and not your child. This, however, is not the case. The rider is required to put in an equal amount of effort when engaged in horseback riding. The rider must adjust their body position and balance to match the horse’s movements. This helps your child sharpen their focus on the task at hand – staying mounted on the horse and navigating the horse to stay on track.
2. A boost in scholastic performance
Extensive research has proven that the cognitive ability of the children, who engaged in horseback riding, showed great improvement. Research has also proven that the vibrations given out by a horse when it is being ridden, has the ability to activate the sympathetic nervous system in the brain of humans.In layman’s terms, what this means is – horseback riding can help children get better at problem-solving, improve and increase their learning ability, strengthen their memory power and sharpen their focus. All of these skills and qualities acquired when engaging in horseback riding, spill over into children’s academics as well. Such children are better disposed to take on academic tasks and do well in school.
3. Effective tackling of Sensory Processing Disorder (SPD)
Even if a child doesn’t have a diagnosis like ADHD or Autism, it is imperative to understand that the child could still be struggling with attention and concentration in their class. Some kids might ‘appear’ to be struggling with an SPD (Sensory Processing Disorder) or may have unidentified sensory issues.
Sensory processing issues can involve extreme or overwhelming responsiveness to a host of stimuli. These stimuli can involve balance, body awareness, sounds, sights, touch, taste, smell etc. The vestibular sense organs in our body help us with experiencing body balance and spatial orientation. These sense organs are situated inside the inner ear. These are stimulated by the incline, speed and direction change.Horseback riding gives the required stimulation to energize the sensory preceptors.
When engaged in horseback riding, children who have an underdeveloped sense of balance are able to figure out how they must adjust their body position to match the horse’s movements to avoid falling off. As mentioned earlier, horseback riding helps build the muscle tone. They learn how to get a good grasp of reins as well. All this helps children learn about motor control and body balance.
4. Boost in confidence
When children are faced with the challenge of riding an animal that is more than twice their size, they are highly likely to feel daunted by the task. However, with proper guidance and training, when they are able to mount the horse and ride it, you will notice a remarkable surge in their confidence. This confidence that children earn in their formative years plays a key role in ensuring that they develop a well-rounded and wholesome personality as they grow up. This confidence also helps children develop a larger peer group, which has a positive impact on their well-being.
5. Helps ingrain positive traits
When children learn horseback riding, they also learn how to care for the horse , how to feed the horse and groom it. This helps develop a strong bond between the horse and child. This way children learn to put the needs of the horse before themselves. Traits like these spill over into their day to day lives and children become more caring and compassionate towards their family and friends.
When learning horseback riding, children meet other kids who share a similar liking for horses. This helps them develop a friend circle outside their school. It also helps them learn and develop social skills.
Children are also likely to engage in friendly races with their friends at the horseback riding facility. This teaches them to accept winning and losing with equal grace. They learn the importance of sportsmanship through healthy competition.
Other Articles from LifeSkills4Kids with more tips on Sensory Processing Disorders :

• An Overview of Sensory Processing Behaviours and Protective Factors: The See-Saw Model of Sensory Processing
• How to Know If Your Kid Has Sensory Issues and How Can You Help
• SPD and Anxiety – How Do Symptoms Look Similar (and Different) in Classrooms
• Idenfitying Sensory Issues that Impact Learning in the Classroom
• Sensory Processing Disorer (SPD) and Anxiety – How are they similar and different?

Written by Nicky Ellis – www.horsesandfoals.com 

How to use a calendar to help transition back to school?

Here’s how!
Summer holidays can be the carefree, fun-packed time of experience and shared experiences which neither kids nor mums and dads want to end. It can be very appealing (and rightly so!) to make the most of every day of the school vacation, especially the days which directly precede the back to school date on your calendar.
Keep in mind however, to also do some preparation so that the shift back to school can be a smooth, confident one for both you and your kids.
What are the triggers that can potentially cause challenges for your kids when they are faced with returning to school?

How can the transition back to school be difficult for you and your kids?

• Feeling rushed – you’ve had a great summer and then suddenly the holidays are over and it’s time to return to school
• Disorganised – those last few days go SO quickly!
• Morning routine is difficult to return into
• Difficulty in getting out of bed/out of your home on time
• Mums and dads are nervous about the kids being okay
• Kids can be distressed about:
  • What will my new teacher be like?
  • Will my new schoolmates like me?
  • Will I be able to sit with my friends?
  • Who will I sit with at lunch?
  • What if I miss the school bus?
  • Will people make fun of me?
  • What if I don’t understand the lessons?
  • Will I look foolish?

How, as mums and dads, can we minimize these triggers for our kids and facilitate a smooth shift back to school?

Using a Calendar to Help Transition Back to School

Everybody, parents and children alike, prosper on routine and this holds specifically true when, as a household, we are confronted with the prospect of going back to school.
It is very important to take a look at methods of decreasing stress and anxiety around that date and finding a way to make going back to school an exciting, organised and positive experience.

Using a Timeline/Calendar

• Make a timeline together or go shopping and choose a big calendar that you both like.
• Calendars are often offered for the scholastic year and these can be perfect to prepare all of the household for getting back into the swing of school life.
• A timeline can be a great tool in helping all of the household lower any school stress and anxiety that they may have.
• All kids like to be involved in choices that effect them and their households.
• Make a timeline that covers the last 2 weeks prior to school starts and the following 2 weeks when school has started.
• For the last 2 weeks of the holidays, factor in treats and rewards as well as challenges which the household will need to attain to receive the treat or reward. For example, all of the household should get up 10 minutes earlier every day for the first week of your timeline to be able to enjoy the daily rewards that have been planned.
• Plan these joint challenges so that they assist your kids (and you!) to cope and get used to the early morning regimen once again or leaving your house on time each day.
• For the first 2 weeks of school, factor in after school activities, activities at the weekend and decide in advance who will choose your kids up from school each day.
• This visual structure, which you can display somewhere for you all to see, will provide a more mild re-introduction of the back to school regimen than if you all of a sudden panic on the night before school and try to arrange yourself and your kids out!
• If you leave tasks to the eleventh hour you are producing stress and anxiety in children and yourselves – which is a dish for disaster on the first day back and will take days or perhaps weeks to pull back.

Agree on a Morning Routine to Help Transition Back to School

• A visual timetable can be invaluable for lowering anxiety and enabling your kids to efficiently shift from vacation to school time.
• Visual timetables are typically utilized in school, so prior to completion of the academic year, find out from them what sort of symbols, words, images they use daily.
• Utilizing familiar visual hints in your home can increase self-confidence in your kids and this will likewise spill over into minimizing any school anxiety they might have.
• If it’s possible, this is an excellent activity to include your kids in well prior to the stressors of imminent school, you can develop and create an early morning schedule together.
• You can make this activity enjoyable by utilizing timers to find out how long it requires to get on a school uniform or make a jam-packed lunch or pack a swimming bag.
• When you have actually exercised the timings of activities that you require to consist of in your early morning schedule, then you can add those timings into it and find out what time you will all need to get up to be ready to leave your house at a set time.
• Enabling kids to take ownership of their early morning schedule by working it out with you is an excellent method to increase their feeling of responsibility, whilst lowering anxiety at the exact same time.

Have family ‘Golden Time’ to Help Transition Back to School

Your kids may well be familiar with ‘Golden Time’, which often happens in schools on a Friday afternoon. The offer at school is if the kids have actually got their stickers/rewards for the week, then during Golden Time they get to choose their preferred activity.
All of us like to feel special and have quality, one-to-one time with the people we like. Add into your calendar a daily Golden Check-In Time at home with your kid. (You could have two of these if it works, one in the early morning and one in the evening).
Plan a 10-30 minute time with your young person and include it in the calendar.
Make this time unique and pick together what you want to do throughout this time, examples could be:

• Make and share hot chocolate with marshmallows and relax on the couch together (NO smart phones, NO disturbances!).
• Share a video game, take your pet dog for a walk, go outdoors and construct a cubby house / go to beach.
• Have a pamper session – a manicure, pedicure, facial – whatever you both enjoy!
• Construct a design together, paint together.
• The possibilities are unlimited!
• The most IMPORTANT thing to remember is that while you are taking pleasure in each others’ company, you also chat about how your child is feeling, ensuring they are okay, that school is okay and they are mentally in an ok place.

In general, with some thoughts and early preparation, the trauma of going back to school can be handled efficiently and in a positive way. Taking a little bit of time to put some strategies into practice can positively affect your child and your whole family too.

Ready to have a sensory safe Christmas in the Winter?
LifeSkills4Kids is based in Australia, but we know that some of our readers live on the other side of the world, where your Christmas will be considerably colder!
So, let’s take a look at preparing for a sensory safe Christmas during the winter months. There will of course be many similarities whether Christmas arrives in summer or winter time.  Have a look at our article about a Sensory Safe Christmas Day.

Top Tips for a Sensory Safe Christmas in Winter

Be Mindful of “The Winter Blues”

• Many of us can struggle to cope with the darker days and nights that winter can bring
• There is a lot of research around Seasonal Affected Disorder (SAD) which can lead to depression
• SAD can affect our kids too!  We all know what it is like when the weather is cold, wet and dreary – it can greatly effect your mood and make you feel sad, tired and unsociable
• As parents, we also know that if our kids get tired they are more likely to have meltdowns and experience sensory overload

Dealing with The Winter Blues

• Christmas time can assault the senses from EVERY angle!
• How do we help our young person to deal with Christmas when they may also be affected by SAD?
• These days there are many light therapy boxes available to help people with SAD – they do not claim to be a total cure, but they provide natural light during the winter months which can help alleviate feelings of tiredness and general lethargy
• There are also light boxes which can help you wake up, by simulating the dawn and therefore providing help to wake up naturally in the morning (even if it is still dark outside!)

A Sensory Safe Winter Christmas

Pre-Planning

• Make sure you involve your kids in all aspects of the planning of your activities at Christmas time
• Make a Christmas planner together – start the planner as soon as possible – so that your child has plenty of time to assimilate what is happening and prepare themselves for as many eventualities as possible
• Discuss with your young person where the trigger points might be and come up with plans together which could help them cope with these triggers
• Prepare your extended family and friends by letting them know what the triggers might be too and how they can help

Extended Family and Friends

• All of the people that care about you and your family will want to help make Christmas a wonderful time together
• Prepare them well in advance so that they can help make visits to their house as easy as possible
• Ask them to provide one or two foods that you know your child will like and ask them if they could keep a little space as a quiet place for your child to have a sensory time out if they need one

Winter Clothing

• You will know if your child has any issues with clothing types
• Make sure that you have winter clothing that is made with the right materials, with user-friendly labels and colours
• Make a game out of wearing gloves/hats/scarves and give your child lots of options and choices
• Winter clothing can be quite heavy – which is often good for children with sensory processing issues, the heavy clothes can mimic the same calming effect as a weighted blanket
• A weighted blanket can be a great way to help your child feel relaxed and chilled out when you are out and about.  You can take the blanket with you and use it for travelling and for visiting different venues at Christmas-time

Winter Activities

Whatever activities you plan to do over the Christmas holidays, it can be a great idea to do them with your child first before the holidays.  This can provide your child with a chance to practice and learn new skills in a safe environment.  When you repeat these activities in a slightly larger group, your child is much more likely to be able to cope.
For example, if you plan on going ice skating over the festive season (many towns have temporary ice rinks), your child can really benefit from checking out the area, the ice rink and having a go with just you and your close family.  This will give them the confidence to enjoy this activity in a larger group at a later date.  A pre-visit will also help to find out what triggers may be present, so that you can plan strategies to cope with them.

Decorations and Presents

• When you are decorating your house and your tree, it is really helpful if you can do this with your kids
• They will then be able to tell you if any of the decorations/lights are triggers for anxiety or sensory meltdowns
• Encourage your kids to make some decorations that feel safe and calm for them
• When you are opening presents, it is often really helpful for your kids with sensory issues to open one gift at a time.  This provides them with the opportunity to open presents in a methodical, calm manner.  It will take longer this way, but it will be much easier for all of you!
• Provide plenty of breaks when opening presents and be prepared for your child to withdraw into their safe space or use their sensory toolkit to help them get through this time.
• Opening presents can be a frantic experience – allow your kids to take their time, move at their pace and enjoy the day as much as possible

Social Stories at Christmas

• Creating a social story or several of them can be really helpful for your young person
• A social story can help them with cues about how to receive gifts; how to react when they are visiting the extended family and many other activities around Christmas
• If at all possible, create the social story together with your young person, so that they have valid input and feel that they are included in every aspect of the story

Other Articles from LifeSkills4Kids with more tips on surviving the holidays :

1. Reducing Anxiety for End of Term
2. A Sensory Safe Christmas
3. How to Transition from School to Home
4. Tips for Reducing Anxiety at Christmas
5. Creating A Sensory Safe Corner At Home
6. Helping Hyperactive & Busy Kids
7. Tips for Travelling with Children
8. Fireworks Survival Guide
9. Minimising Tantrums at the Shops

Written by Deb Hopper, Occupational Therapist

It’s count down before Christmas day, so let’s check these top tips and enjoy a truly sensory-friendly Christmas in summer!
As a parent, how can you create a sensory-friendly Christmas in Summer?
Christmas is traditionally a time of great excitement for all kids around the world, but if your young person has sensory or anxiety issues, the story can be very different.  If you add into this mix, the hot weather that we enjoy in Australia over the festive season – your kids will have even more to deal with.
Christmas can be a time of great joy for everyone, how can we make that happen?

Top Tips on how to create a sensory-friendly Christmas in Summer

Social Stories

• A great way to prepare your child for any activities or visits which are out of their “normal” routine
• If you can, create the social story together and add in all the triggers that are relevant, then work out how to deal with them

Christmas Structure

• Build a Christmas Timetable together
• Your young person will cope much better if they have advance warning of what is happening on each day of their festive holiday
• Use a familiar timetable, similar to the one your child would use at school
• This can be very visual and include photos (eg of members of the family they haven’t seen for a long time), activities that will happen and choices they can make in each situation
• Even with the best planning in the world, Christmas is a time when things may well not follow that plan!  Talk with your child and come up with a special sign that means something “off-plan” might happen – so that they can prepare themselves for this and enjoy a sensory-friendly Christmas in summer

Prepare Ahead of Time

• At LifeSkills4Kids, we often mention a pre-prepared sensory kit for your child to take with them
• It is a fantastic idea to have a rucksack full of games, comforters, toys, technology that you know your child likes.  These favourite objects will allow your child to recharge their ability to cope and to self-regulate in any situation
• Also think ahead with strategies which you and your child can use to avoid a meltdown

Pre-Warn before Family Visits

• Some of your family and friends who you do not see very often, will not be aware of the helping strategies that they can use to help your child when they visit
• A pre-visit phone call or email can be a great way to let them know how your child may react when they visit eg:
  • you could ask them to turn off the lights on the Christmas tree
  • have food choices available that you know your child likes
  • turn down the volume or turn off Christmas music
• You know your own child, so share any information that you know will help make any social occasions more manageable for everybody

Food Choices

• Our kids can often be very picky eaters and will only be able to tolerate certain foods
• Factor this into any festive meals that you prepare and make sure there is food available which your child will eat happily
• It is a great idea to pack a bag of food to take with you too, so that you know your child will have food they like
• We are talking about the path of least resistance here – Christmas can be a time of sensory overload and just by providing easy food choices, this will help your child to cope
• It is tempting to try and “make” your child eat the special Christmas treats that you have prepared, but if you can allow them to have their favourite foods instead it will really help

Know your Child’s Triggers

• You are the person who knows your child best
• When you are in the planning stage of any visits or special days, make sure you notice any potential triggers so that you can take steps to avoid them
• When you are actually doing the festive activities, remember to take your child’s rucksack that is packed full of things that will help your child to self-regulate and stay calm

Be “Sensory Safe”

• Remember, if your child it finding it hard to manage his or her behaviour this Christmas and holiday season, have a brain storm about what the triggers might be and brainstorm how you can make your current situation and environment to be :
  – Calmer
  – More familiar
  – More consistent
  – Neutral
  – Create positive associations
  – Slow the pace of the day, decrease expectations
  – Change to a quieter activity with less sounds, movement or visual input
  – Revert to simpler activities that your child enjoys

Dealing with the Weather

• Christmas can be the hottest time of the year in Australia
• Remember to factor this in, take plenty of drinks, sun cream, shade and cool clothing wherever you go
• The heat can add to difficulties for your child in working on self-regulating their thoughts, actions and emotions – it’s your job to help them out as much as possible
• The warm weather can be a bonus too for your kids – a pool or cool water in the garden can really help your kids to self-regulate and cope with the potential struggles of Christmas

Articles from LifeSkills4Kids with more tips on surviving the holidays :

1. Reducing Anxiety for End of Term
2. A Sensory Safe Christmas
3. How to Transition from School to Home
4. Tips for Reducing Anxiety at Christmas
5. Creating A Sensory Safe Corner At Home
6. Helping Hyperactive & Busy Kids
7. Tips for Travelling with Children
8. Fireworks Survival Guide
9. Minimising Tantrums at the Shops

Written by Deb Hopper, Occupational Therapist

Developmental Stages of Self Regulation and “The Zones of Regulation Workshop”

I’ve just come back from listening to Leah Kuypers, Occupational Therapist,  who is the creator of the Zones of Regulation Program. She is an amazing OT (Occupational Therapist) and she has done so much to contribute to the world of self-regulation.

I want to give you my top three learnings that I gathered from her workshop. And, surprisingly, it wasn’t in the practical “how-to” strategies. And, that was amazing too!  I really, really got lots of tips, and I will be transforming the clinic with lots of visuals over the next few months, to really do the Zones of Regulation Program really well with the visuals.

But, I just wanted to talk to you firstly about what her definition of self-regulation was, which I also really loved. She suggests that self-regulation is the ability to adjust the level of alertness, which makes sense, whether we are going fast, whether our bodies are going slow, or whether we’re going just right.
But then also, I love this second bit, so good.  Self-regulation is looking after our level of alertness. But also, how we direct our emotions is revealed behaviorally in socially adaptive ways in order to achieve our goals. It’s not just our alertness and behaviour or alertness and emotions, it’s how our behaviour is shown through the emotions. And, the goal is for ourselves and for our kids, that we can do this in a socially adaptive way.

So, you know, if I have an unexpected phone call when my son is hurt, can I adapt in a socially appropriate way at work rather than just losing it. Or, if a child gets to school after a really tough morning, then can they adapt behaviorally to be able to self-regulate, both their level of alertness and also their emotions.
Now, I just wanted to share next the three … this was just a great way of looking at self-regulation differently. And, I have looked at self-regulation a lot myself in my clinical practice and in my own personal research. But, I just loved how she reflected on the developmental stages of self-regulation.

Self Regulation Stages

The first one is the initial behaviour strategies. Okay, by this we can think about younger children, especially babies in the first year of life. They need to have lots of co-regulation. They need to have you there. They need you to help them to settle, to soothe them, so that they can calm down if they’re feeling upset or whatever. So that, you know, when we have an upset baby, we will pick them up, we will use some sensory motor strategies. So, we will hug them, give them some nice deep touch pressure, we’ll do some vestibular up and down, and we’ll rock them back and forth. So, the behaviour is a way that the child or the baby can tell adults that they have needs that they need to have met.

The second area was language strategies. So, by language, it’s when kids can start to tell us, you know, “I’m feeling sad” or “I’m feeling hurt”. And, so many of the kids that we work with, and not just kids who have a diagnosis such as ASD and ADHD, but many of them do struggle with these, but also I saw that many typical kids, they really find it really hard to label and to say exactly how they’re feeling.

And then, the third area of self-regulation development is the metacognition, which is linked to executive functioning. So, number three, metacognitive strategies.  Yes, so this is where, for an adult, so we can get that phone call that our child is hurt, and we can reframe in our head. We can use cognitive strategies. We can problem solve. We can call somebody for help. We can figure it out. So, this is where a child who might arrive upset at school might be able to walk into a classroom, might be able to say in their head, “Oh, I had a really rough morning, but that’s okay, that was this morning. I’m going to sit down. I’m going to listen. I’m going to attend.”

Or, if they’re finding it noisy in the playground, then they can think, rather than acting from a behavioural perspective, which is the first level here. If it’s too noisy, if it was a behavioural reaction, then they might just react, have a meltdown, because they just can’t handle it. If they have language strategies, level two, they might be able to say to the teacher, “It’s really noisy here. I’m not feeling well.” And then the teacher can help with a strategy, a problem-solving strategy, of helping them to move to a quieter place, for example.

But, if a child who has level three skills, the metacognitive strategies and for example, finds it too loud, then they can go through all three of the levels and they can problem-solve in their own mind. They can say, “Oh, I notice that it’s too noisy. Hmm, what can I do? I can tell the teacher and I can ask if I can go to a quiet area of the playground”, for example.

So, where I was really challenged with Leah’s workshop, was how many of our kids are stuck in this behavioural strategy stage? So this is when they’re in the fight/flight/fright response. How many of our eight, 10, 12, 17-year olds that we work with, how many of them are in the behaviour strategies where they’re just reaching out and they need us to help them to add language to what they’re feeling and to add strategy to how they can problem-solve and what they need to do.

That really spoke loudly to me and I found that so interesting!

Written by Deb Hopper, Occupational Therapist

Sensory Issues and Self Regulation at Bedtime

Bedtime can be a difficult time of the day for kids and when your child has sensory issues, that difficult time can multiply over and over again.  The thing is, sensory issues can exacerbate what seem like minor irritations into major problems when it comes to coping with bedtime for your young person.
There are so many factors and disruptive noises, clothes labels, textures of bedding, temperature of their room, bodies that want to keep moving, background sounds of people talking or the TV – all of these can have a massive impact on kids with sensory issues being able to self regulate and calm themselves down enough to go to bed and stay in bed, let alone sleep.
As we all know, sleep is a vital component in our wellbeing, in keeping ourselves in a good place and in giving our bodies chance to rejuvenate and provide us with enough physical, emotional and mental energy for the day ahead.
So, if you have a child with sensory issues who needs help to fall asleep, or may be fine when they go to bed but then wake up at 2am to “play”, or always wake up like a bear with a sore head – then that situation will not only impact your child’s ability to cope with life, it will affect your whole family on an every day basis.
Once the whole family is affected by sleep deprivation, this causes a snowball effect and can lead to a vicious downward spiral for everyone involved in their ability to be able to function, especially the kids who has sensory issues in the first place.
So, as a parent, how can help your kid with sensory issues to be able to cope with the routine of bedtime on a daily basis?

Sensory Tools & Strategies that a Positive Impact on Bedtime

Essentially, this will be a trial and error process as all of our kids with sensory issues are unique and you will need to build up just the right toolbox for your young person.
You can try a combination of these ideas … and remember, that what works one day, may not always work the next.  It is always a good idea to have other sensory tools available just in case your kid is having “one of those days”.

Hearing

• Wearing noise cancelling headphones or earplugs at night can be helpful for some children.
• They are also good for blocking out sounds that you and I don’t even notice and can do little to eliminate such as the hum of the freeway or passing traffic, distant trains, loud neighbours or even crickets. 
• Other kids are not quite as sensitive but do need to have white noise to sleep. You can try items like fans or a sound machine that has a variety of different options, it is soothing as well as providing white noise and makes sleeping much easier.

Proprioception (Deep Pressure)

Visual

• Some children need it to be completely dark in order to fall asleep while others need to have a nightlight.
• It’s a good idea to use a dimmable night light because that way, they can adjust to the amount of light they are comfortable with.

Smell

• Try applying magnesium oil to the bottom of the child’s feet at bedtime. 
• Some parents swear by putting lavender oil or another calming essential oil in a diffuser. You can also use lavender oil and epsom salts in a warm bath before bed

Taste

• Provide an oral sensory tool, for example a chewy
• Some kids find particular types of toothpaste help within their bedtime routine – experiment with tastes and textures, to see what your child prefers

Bedtime Routine

Bedtime routines are helpful for all kids, but are especially so for sensory kids. Routines help their mind and body recognise that it’s time to start winding down and preparing to sleep. These routines also become helpful when they face changes such as traveling. Traveling can be difficult, but if you can bring along part of the routine like teeth brushing followed by a story, then they still have a sense of familiarity to help them cope.
Kids will also appreciate having their own custom-designed space.  They can help you pick out blankets, pillows, soft toys and styles of bed which will help them.  Sensory kids often like to feel enclosed, for example, sleeping on the bottom bunk bed or being surrounded in a canopy bed.

Other Important Tips:

Be sure to offer a variety of sensory activities throughout the day. Meeting your child’s sensory needs during the day will positively impact your child’s ability to fall asleep at night.
It is up to you to be a “sleep detective” and find out what works for your kid!  Try lying in their bed in the dark and using your senses to troubleshoot what issues there may be. Is there any type of noise that may be bothering them? Are the sheets scratchy? Are the walls painted a bright colour or is there too much clutter in the room? How is the temperature in the room? Is there a smell?
Extra tips include:

• Limit screen time during the day and cut it off completely in the hour or two before bedtime. This will improve their body’s ability to fall asleep
• It can be hard to find the right combinations and conditions to help your sensory kid find rest, but don’t give up, that combo is out there. And you can try to have fun finding it too. Anything to relieve the pressure and stress is a step in the right direction.
• This sleep smoothie contains some natural sleep help and most kids will happily drink it.
• Nutrition is an important piece of the sleep puzzle. Ensure that your child has a well balanced diet, limited sugar and no caffeine.

If you’re looking for more practical strategies that work for your child’s everyday sensory needs for things like picky eating, refusal to wear certain clothing, difficulty self-regulating, meltdowns, and challenging behaviours, have a look at our article on finding out whether your kids has sensory issues.
Written By Deb Hopper, Occupational Therapist

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YOUR Sensory Preference in Classroom or Clinic

How aware are you of your own sensory preferences and how does that impact in our professional lives and in the classroom?
There are three main areas of sensory preferences.

1. We have the sensory seekers, who are always on the move. We see these children in our classrooms and clinics. They are fun, loud, boisterous and full of energy!
2. We have the under-responders, and they’re the people who like to … yeah, they’re a bit more chilled and laid back and find it a bit hard to get going. I’m one of these people, so I like to go for a walk or do some exercise in the morning, because that really helps to wake up my nervous system and get me going. But I have to make a concerted effort to actually do that, because I just find that hard. I don’t seek it out naturally.
3. The other, the third one, is a sensory avoider. That is someone who doesn’t like touch and noise, and they might often withdraw.

We are often a mix of these sensory perferences. I know that for myself, again, if I’m in a busy conference or a room, then I’ll often retreat outside where it’s a bit quieter, because that just helps my nervous system to regroup, to be able to focus and get organised for learning. So I feel that I’m a mixture of being a sensory under responder and sensory avoider.
So think about which of those three you might be primarily.

• Are you a seeker? Are you seeking out movement? Are you seeking out muscle input? Do you like to get up and get the kids moving, run around the playground, or run around the therapy room?
• Are you under-responsive? Do you have to force yourself to get moving, but then once you actually do, then you feel much better and more alert?
• Or are you more over-responsive, needing to retreat from those sensory experiences?

How does this impact on

• your learning style?
• the colours in your classroom or clinic
• the way you decorate your notice boards or display art and craft? Are you a very organised person, who do you feel invigorated with lots of things around in a ‘comfortable’, homey or more cluttered environment?
• your desk? Do you clear it off every day and are you up to date with filing, or are you ‘creative’ and know exactly where everything is under piles of photocopying on your desk.

There is no right or right answers for how we create our learning or work areas, but we need to have an understanding of how the environment DOES impact on the learning style and sensory needs of the children we work with.
For more information on how to create best practice classroom environments, enrol in our 20 Day Classroom Detox.