Sensory Bottles

Sensory Bottles

Sensory bottles are a great tool that can be utilized at home, within the classroom and in therapy sessions. Sensory bottles are easy and inexpensive to make. Sensory bottles can be used for kids that are visual seekers or visual stimulators, hyperactive kids, kids who are overstimulated, as a calming tool, as a reward and as a timer for a timeout.

In the classroom setting, the sensory bottles were left on the table during free choice time (play time) so that the kids could play with and interact with the bottles. We also used the sensory bottles as a timer for kids who needed to calm down or were in a timeout. We would have the child sit in a quiet area of the classroom or at a table then shake the sensory bottle. The child would be instructed to watch the sensory bottle and once all the glitter has settled at the bottom they could go play again.

Kids that are feeling overstimulated by their environment can use the sensory bottle to help self-regulate. The adult can initially help the child to use the sensory bottle by introducing it to the child before they become upset so they are aware of what it is and how it works. Then once the child becomes overstimulated/upset re-introduce the sensory bottle to the child. The goal is that once the child starts to become overstimulated or upset he/she will recognize it and use the sensory bottle to self-regulate.

Video portraying sensory bottles:

http://youtu.be/aLismAMZIp8

What you need:

-Water bottle or mason jar. I recommend using a water bottle because it is plastic making it easier for the child to hold onto, and safer if the child should drop it.

-Glitter glue

-Glitter

-Warm water

Glitter glue bottles that I utilized

-Hot glue gun

Directions:

1. Dump glitter glue into the water bottle. You can put as much as you want in, I added in three different colored glitter glue bottles.

2. Add in about half a bottle of warm water.

3. Shake the water bottle up to break up the glitter glue.

4. Add in food coloring of your choice.

5. Add in some regular glitter.

6. Fill the bottle with warm water leaving about an inch at the top.

7. Use a hot glue gun to keep the cap secured onto the bottle.

Sensory Integration: How to Calm a Hyper Child without Wearing Yourself Out.

Calming a hyper child can wear you out, unless you wear them out first.

The child in this video is constantly in motion, it is very difficult to get him to focus on fine motor tasks and he is young so if the activity isn't fun, he isn't doing it.  This activity gives him deep pressure and heavy work and helps him to gain better body awareness and ends with him being calmer.

The tube this child is playing in is a length of knit cloth from a fabric store that comes in a 'tube'.  You can also purchase body socks made of neoprene from therapy catalogs that do the same thing.

If anyone else has suggestions please share.

Sensory Integration: The Vestibular System and Handwriting Issues

The vestibular system, located in the inner ear, is made up of three major semicircular canals which are responsible for our sense of balance, spatial orientation, and our sense of movement. Fluid, located in the three canals, orients our head in space and provides feedback during movement.

When the vestibular system fails to process sensory information correctly, other senses such as auditory, visual, and proprioceptive integration can be skewed.

John:

Children with vestibular processing issues exhibit certain characteristics that affect their ability to play and learn in their environment. While working in a center based school.  I worked with a young 3 year old boy we'll call John. Along with other developmental issues, John presented with a hyperesponsive vestibular system.

John's reactions to sensory stimulation:

• Tolerates up and down movements while bouncing on a peanut therapy ball.
• Side to side movements on the ball upset John. 
• While on the net swing, John was able to swing forward and backward slowly for a short time  but could not tolerate spinning or swinging in any other direction. 
• While interacting with his environment, John would keep his head straight without turning or tilting out of midline. 
• Instead of turning his head, he would move his entire body to face something he was interested in or to look at me during therapy. 
• Very limited eye movements, cannot isolate eye movements and head movements.
• Moderately defensive to tactile stimulation-reluctant to touch beans and rice, would touch lightly with finger tips only.
• Will cross midline to participate in activities.
• VERY brief visual attention to task.

John resists vestibular input, he displays issues with fine motor coordination, postural control such as trunk and shoulder stability, attention, and visual motor control.

These issues will significantly affect John's ability to develop the skills necessary for handwriting in the future.

Components of handwriting:
-visual motor skills
-visual perception skills
-fine motor skills
-trunk control and shoulder stability

When reading through the research, it is clear that we know a lot about the affects of vestibular difficulties and we know what is required for handwriting. However, there has yet to be a study to link children with vestibular processing issues to their ability to learn hand writing. As a profession, we need more research in many areas and we stand to benefit from understanding these effects.

Autism and Special Needs Furniture

I just discovered this site on special needs furniture.   This furniture looks as though it would be a great choice  for positioning and calming for someone with special needs.   This furniture is a great sensory integration tool for someone  with autism spectrum disorder or attention deficit disorder. Autismfurniture.com

Special Needs: Kabuki Syndrome Genetic Testing

How common is Kabuki Syndrome?

Recently, I began working with a new child.  The child clearly had some autistic tendencies and a 'different' look which suggested to me some sort of syndrome.  As I discussed the child with the mom, the story the mother told me began to sound familiar.  Suddenly it occurred to me, the child was beginning to sound like a child with 'Kabuki Syndrome.'

Special Needs: Sensory Integration Disorders

The concept of sensory integration was developed based on research by an occupational therapist named Jane Ayres, PhD. OTR in Southern California in the late 50’s.

What are sensory integration disorders?

Sensory integration disorder or dysfunction is considered a neurological disorder in which the brain does not effectively integrate information received from the body’s five basic sensory systems. 

Basically when someone has a sensory integration disorder order their central nervous system or brain is unable to process the information their senses are delivering, so their responses to their environment are not appropriate. 

When someone is hypersensitive to stimuli from the senses they tend to overreact to their environment, someone who is sensitive to noise and has to cover their ears when things get noisy.  When someone is hyposensitive to stimuli they tend to under react to their environment, someone who is not sensitive to pain.