Introducing, my latest product, Practical Strategies to Meet Sensory Need of Students in the Speech Therapy Room!
It is generally recognized and agreed upon that many children on the autism spectrum also process sensory information differently than NT children. Therefore, their sensory needs will also be different. In my product, Sensory Needs and ASD: What Every SLP Should Know!, I explain the basics of sensory processing and how to interpret a child’s behaviors in order to understand how they are processing sensory information. This information is IMPERATVIE for SLPs and serves as the foundation to effective comprehension of sensory needs for their clients. However, it’s not enough to understand a child’s sensory processing, we also must know what to do to meet a child’s sensory needs. That is where this new product comes in!
Practical Strategies to Meet Sensory Needs of Students in the Speech Therapy Room! provides extensive information on the signs/symptoms of various sensitivities in ALL sensory processing areas and offers practical strategies you can trial with ease in your therapy room.
Regardless of whether you are an SLP in the schools, hospital, or private practice, this packet provides functional ways in which you can simply provide sensory activities or strategies in order to meet a child’s sensory needs so learning can occur.
Why should we care about meeting sensory needs of children with ASD?
When a child’s sensory processing is different than typical processing, it affects their ability to be self-regulated and therefore cannot learn. We MUST as service providers, find a way to assist our students in achieving and maintaining self-regulation in order to learn.
Who can benefit from this packet?
- Special Educators
- Classroom Teachers
- Teaching Assistants/Aides
- Reading specialists
- Social Workers
- School Counselors
- ANYONE who works with children with ASD
What is in this packet?
This 45 page PDF file provides an extensive list of ideas, strategies, accommodations, modifications, and activities any speech-language pathologist can implement within the therapy room, before or after therapy, in the classroom setting, private practice, or home-based therapy in order to meet the sensory needs of their students/clients. This presentation assumes the reader has a basic knowledge and understanding of sensory processing differences and deficits as well as what it means to be hyper- or hyposensitive in each area. If you are new to this information, please refer to Sensory Needs and ASD: What EVERY SLP Should Know! for all you need to know on this subject. Practical Ways to Meet Sensory Needs of Students in Speech Therapy Room! addresses the typical behaviors associated with EVERY area of sensory processing difference/deficit including hyper- and hyposensitivity in auditory processing, visual processing, vestibular processing (including movement and muscle tone/coordination), tactile processing, oral processing (taste), olfactory processing (smell), and proprioceptive processing (including sensory seeking behavior and difficulty with movements and fluidity). It also addresses the correct of fidgets in the school/therapy setting. With this product as a guide, any clinician or educator can meet the sensory needs of their students in real time using practical strategies.
This product includes the following:
- Page 1-Title page
- Page 2-Objectives
- Page 3-Unfamiliar with SPD or Hyper- and Hyposensitivity?
- Page 4-Know the Sensory Needs of Your Student
- Page 5-Not Addressed in this Presentation
- Page 6-Know the level of sensitivity in processing
- Page 7 &8-Practical ideas to use in therapy
- Page 9-Note about repeating strategies/activities
- Page 10-Behaviors Associated with Auditory Processing deficits (hypersensitivity)
- Page 11-Strategies/Activities for Hypersensitivity in Auditory Processing
- Page 12-Behaviors Associated with Auditory Processing deficits (hyposensitivity)
- Page 13-Strategies/Activities for Hyposensitivity in Auditory Processing
- Page 14-Behaviors Associated with Visual Processing deficits (hypersensitivity)
- Page 15-Strategies/Activities for Hypersensitivity in Visual Processing
- Page 16-Behaviors Associated with Visual Processing deficits (hyposensitivity)
- Page 17 & 18-Strategies/Activities for Hyposensitivity in Visual Processing
- Page 19-Behaviors Associated with Vestibular Processing deficits (hypersensitivity)
- Page 20-Strategies/Activities for Hypersensitivity in Vestibular Processing
- Page 21-Behaviors Associated with Vestibular Processing deficits (hyposensitivity)
- Page 22-Strategies/Activities for Hyposensitivity in Vestibular Processing
- Page 23-Behaviors Associated with deficits in muscle tone and coordination
- Page 24-Strategies/Activities for deficits in muscle tone and coordination
- Page 25-Behaviors Associated with Tactile Processing deficits (hypersensitivity)
- Page 26 & 27-Strategies/Activities for Hypersensitivity in Tactile Processing
- Page 28-Behaviors Associated with Tactile Processing deficits (hyposensitivity)
- Page 29 & 30-Strategies/Activities for Hyposensitivity in Tactile Processing
- Page 31-Behaviors Associated with Oral Processing deficits (hypersensitivity)
- Page 32-Strategies/Activities for Hypersensitivity in Oral Processing
- Page 33-Behaviors Associated with Oral Processing deficits (hyposensitivity)
- Page 34-Strategies/Activities for Hyposensitivity in Oral Processing
- Page 35-Behaviors Associated with Olfactory Processing deficits (hypersensitivity)
- Page 36-Strategies/Activities for Hypersensitivity in Olfactory Processing
- Page 37-Behaviors Associated with Olfactory Processing deficits (hyposensitivity)
- Page 38-Strategies/Activities for Hyposensitivity in Olfactory Processing
- Page 39-Behaviors Associated with Proprioceptive Processing deficits (sensory seeking input)
- Page 40-Behaviors Associated with Proprioceptive Processing deficits (difficulty grading movement)
- Page 41 & 42-Notes on Fidgets
- Page 43-Other SPD Resources
- Page 44-Other materials you may find helpful
- Page 45-Resources
So check out this new packet. I know you’ll be happy you did!