Post on 26-Jun-2018
SENSORY NEEDS AND INTERVENTIONS FOR DEAF STUDENTS WITH ADDITIONAL DISABILITIESCHRISTY BORDERS, STACEY JONES BOCK, AND KRISTI PROBST
ILLINOIS STATE UNIVERSITY
DEAF WITH ADDITIONAL DISABILITIES
• Over 40% of children with DHH have an additional disability
• Disability labels may change depending on what appears to be the most
impacting
• Placement drives program
• Academic placement changes impact overall growth trajectory
• Behavior is always a concern with this population
RESEARCH ON THE TOPIC
WHAT DO YOU SEE HERE?
HOW ABOUT HERE?
KNOWLEDGE OF ADDITIONAL DISABILITIES
• You all know about characteristics and diagnosis of Deafness/Hearing Impairment
• Characteristics of the additional disability may overlap with D/HH
• ASD – triad of impairment
• Speech Language Impairment
• Low Vision/Blindness
• Severe ADHD
• Developmental Delay
• The list continues
WHAT ARE YOUR SENSORY NEEDS?
• The Sensory Profile- take a minute to rate yourself.
SENSORY SYSTEMS
Sensory Processing
Sensory Processing is the procedure in which we take in sensory information from our bodies and surroundings
OLFACTORY
• Olfactory input is our sense of smell
GUSTATORY
• Gustatory input is the sense of taste
TACTILE
• Tactile input is the sense of touch.
VESTIBULAR
• Vestibular input is the sense of movement and balance and
position in space
PROPRIOCEPTIVE
• Proprioceptive input is the sense of body position
• Located in the muscles and joints
VISUAL
• Visual input is the sense of vision or sight.
• Located in the retina of the eye
AUDITORY
• Auditory input is our sense of hearing.
• Located in the inner ear.
LET’S GO BACK TO THE VIDEOS
• What do you see with Julie?
• What do you see with Clarisa?
SENSORY INTEGRATION AND PROCESSING
• A process that involves organizing sensation from the body and environment
for use (Ayers, 1979)
• Sensory integration can be broken down into 5 components
• Registration
• Orientation/ Attention
• Interpretation
• Organization of a Response
• Execution of a Response
REGISTRATION
• Sensory registration occurs when one first becomes aware of a sensory event.
ORIENTATION
• Orientation allows someone to pay attention to new sensory input being
received.
INTERPRETATION
• Our brain interprets and gives meaning to sensory
information
• The ability to interpret sensory information allows us
to determine what to respond to.
ORGANIZATION OF RESPONSE
• Our brain determines if a response to a sensory message is necessary
RUN
EXECUTION OF ADAPTED RESPONSE
• The execution of a response is the final stage of the sensory integration
process.
• A response is an action that generates the process to begin again.
COLLABORATION & INTEGRATION
• Lots of overlapping and collaboration amongst the sensory systems.
Tactile
Olfactory
Visual
Gustatory
VestibularProprioceptive
Auditory
WHY IS SELF-REGULATION SO IMPORTANT?
Communication Socialization
Behavior
HOW DOES THIS AFFECT AN INDIVIDUAL WITH DEAFNESS AND ADDITIONAL DISABILITIES?
• Faulty filters
• Alertness
• Arousal levels
• Hypersensitivities
• Hyposensitivities
US OR THEM
• What are your issues?
• What are your strategies?
• What are common issues with
the students with sensory
dysfunction?
• What are traditional methods
for addressing sensory
dysfunction?
FFPBS, 2004
BEHAVIOR
• Serves a function
• Is communication
• Is reinforced
• Occurs in a context
• Don’t forget, behavior may serve
many different functions!
FUNCTIONS OF BEHAVIOR
• Remember….
• Sensory
• Escape
• Attention
• Tangible
• …Power and Control…
S E A T
TACTILE SYSTEM
HYPERSENSITIVE
• Resists being touched
• Avoids getting messy
• Eating issues
• Self-help / Grooming
• Temperature & pain
• Discomfort with clothing
HYPOSENSITIVE
• May have a high pain tolerance
• Likes pressure
• Seeks rough and tumble
• Prone to self injury- low reaction
to temperature and pain
• May mouth hands or objects
• May constantly touch objects or
other people
WHAT DO YOU DO WHEN…
• The student has hyper/hypo tactile sensitivity?
VISUAL SYSTEM
HYPERSENSITIVE
• Dislike of dark and bright lights
• Frightened by sharp flashes of light
(i.e lightening)
• May look down a lot to try to
block out excessive stimulus
HYPOSENSITIVE
• Attracted to light - stares
• Stares intensely at objects and
people
• Fascinated by shadows and
reflections
WHAT DO YOU DO WHEN…
• The student has hyper/hypo visual sensitivity?
AUDITORY
HYPERSENSITIVE
• Unable to filter out noises
• Avoids sounds and noises - dislikes
crowds, storms etc
• Self care tasks difficult
• May use own voice to ‘drown out’
environmental noise
HYPOSENSITIVE
• Seeks noisy environments
• Likes to make noise
• Makes loud rhythmic noises
WHAT DO YOU DO WHEN…
• The student has hyper/hypo auditory sensitivity?
OLFACTORY
HYPERSENSITIVE
• May find any environment
overpowering
• May show extreme aversive
reactions to odors and substances
• Will not use toilets
HYPOSENSITIVE
• May smell things obsessively
• Seeks strong odors
WHAT DO YOU DO WHEN…
• The student has hyper/hypo olfactory sensitivity?
GUSTATORY
HYPERSENSITIVE
• Poor eater
• Uses tip of tongue for eating
• Gags/vomits easily
• Craves certain foods
HYPOSENSITIVE
• Eats everything
• Mouths and licks objects
• Eats mixed foods ( i.e. several
tastes in combination)
• Regurgitates
WHAT DO YOU DO WHEN…
• The student has hyper/hypo gustatory sensitivity?
PROPRIOCEPTIVE
HYPERSENSITIVITIES
• Places body in strange positions
• Turns whole body when looking
• Difficulty manipulating small
objects
HYPOSENSITIVITIES
• Low muscle tone
• Lack of awareness of body in space
• Tendency to fall
• Rocks back and forth
WHAT DO YOU DO WHEN…
• The student has hyper/hypo proprioceptive sensitivity?
VESTIBULAR
HYPERSENSITIVE
• Fearful reactions to ordinary
movement activities
• Difficulties walking or crawling
over uneven or unstable surfaces
• Dislikes being upside down
• Becomes anxious or distressed
when feet leave the ground
HYPOSENSITIVE
• Enjoys swings, merry-go-rounds -
may be excessive
• Spins, runs round and round
• Rocks back and forth
WHAT DO YOU DO WHEN…
• The student has hyper/hypo vestibular sensitivity?
DO YOU KNOW YOU?
• What picture would you draw?
PRIORITIZING PROBLEM BEHAVIORS
• Does the behavior threaten the life of the individual? Yes No
• Does the behavior threaten the physical well being of the individual? Yes No
• Does the behavior threaten the physical well being of others? Yes No
• Does the behavior interfere with the educational progress of the individual? Yes No
• Does the behavior interfere with the educational progress of others in the setting? Yes No
• Does the behavior result in destruction or damage to materials? Yes No
• Does the behavior become more serious if there is no intervention at the present? Yes No
• Does the behavior interfere with social acceptance by others in society? Yes No
(Adapted from Demchak & Bossert, 1996)
HELP!
• Describe a child you are currently supporting that is not learning at the rate you would like.
• Use descriptive terminology including specific sensory observations but please avoid names.
• Briefly list the interventions you have tried.
• Rate the child’s behavior on a scale from 1-5 for interference with learning. (1= rarely
interferes and 5= always interferes) in the following environments:
• School environment
• Home
• Dorm
• Community
DIRECT OBSERVATION
• Most accurate representation of the student's behavior
• Observe the behaviors as they occur in the environment
• Analyze the antecedents and consequences
• Use to predict when the behavior will occur and why it is occurring
(function)
WHAT IS YOUR REINFORCEMENT?
THE ONLY WAY TO INCREASE BEHAVIOR IS TO KNOW REINFORCERS
• Understand there is a difference between ‘liking’ something and ‘working’ for something
• Don’t tell me you can’t get the child to work for anything…this means you haven’t found
Alpha Omega
• Use sensory preferences for reinforcers
• The only constant is change– be prepared to make changes to the reinforcement list over
time
• Take them out of rotation– it’s a reinforcer, not an addiction (Diet Coke, coffee)
METHODS FOR DETERMINING REINFORCERS
• Ask the student
• Having the student list reinforcers in order of preference
• Observe the student
• Reinforcer sampling/Preference Assessment
QUESTIONS OR NEED A SPECIFIC RESOURCE?
• Christy Borders
• christy.borders@illinoisstate.edu
• (309) 438-5829