{"id":1184,"date":"2015-10-30T09:19:53","date_gmt":"2015-10-30T14:19:53","guid":{"rendered":"http:\/\/wp.lps.org\/pbis\/?page_id=1184"},"modified":"2019-03-12T13:10:54","modified_gmt":"2019-03-12T18:10:54","slug":"sensory-breaks-and-strategies","status":"publish","type":"page","link":"https:\/\/home.lps.org\/mtssb\/autism-best-practices\/sensory-breaks-and-strategies\/","title":{"rendered":"Sensory Breaks and Strategies"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"1184\" class=\"elementor elementor-1184 elementor-bc-flex-widget\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<section data-particle_enable=\"false\" data-particle-mobile-disabled=\"false\" class=\"elementor-section elementor-top-section elementor-element elementor-element-c6b6462 elementor-section-full_width elementor-section-height-default elementor-section-height-default\" data-id=\"c6b6462\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-6d48d63\" data-id=\"6d48d63\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-dd5c90e elementor-widget elementor-widget-heading\" data-id=\"dd5c90e\" data-element_type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h1 class=\"elementor-heading-title elementor-size-default\">Sensory Breaks and Strategies<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section data-particle_enable=\"false\" data-particle-mobile-disabled=\"false\" class=\"elementor-section elementor-top-section elementor-element elementor-element-4bb29708 elementor-section-full_width elementor-section-height-default elementor-section-height-default\" data-id=\"4bb29708\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-46ba483c\" data-id=\"46ba483c\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-795186f2 elementor-widget elementor-widget-text-editor\" data-id=\"795186f2\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><a href=\"http:\/\/home.lps.org\/pbis\/files\/2016\/08\/SensoryBreaksandSensoryStrategies-1.pdf\">Sensory Breaks and Sensory Strategies Protocol<\/a><\/p><p><a href=\"http:\/\/home.lps.org\/pbis\/files\/2015\/10\/SensoryStrategiesRubric.pdf\" rel=\"\">Sensory Strategies Rubric<\/a><\/p><h3>What and Why:<\/h3><p class=\"p1\">A Sensory Break is a designated portion of time that may allow a child to de-escalate\u00a0from the\u00a0sensory stimulation of the classroom setting. \u00a0Sensory breaks also are beneficial for students\u00a0that benefit from additional movement or deep-pressure\u00a0input opportunities to help with focus,\u00a0attention, and learning.<\/p><p class=\"p1\">A Sensory Strategy is a tool that can be used throughout a school day to help a child with\u00a0achieving and maintaining an attentive and calm state for learning.<\/p><p class=\"p1\">Sensory breaks and sensory strategies are supported OT practices, but research in these areas\u00a0remains inconclusive. \u00a0The more typical the neurology of the student, the more likely the\u00a0effectiveness.<\/p><h3 class=\"p1\">How and When to Implement\/Materials Needed:<\/h3><p class=\"p1\"><span style=\"text-decoration: underline;\"><strong>Consultation with the building occupational therapist would be needed in determining\u00a0<\/strong><\/span><span style=\"text-decoration: underline;\"><strong>sensory breaks and sensory strategies for students that receive OT support on their IEP.<\/strong><\/span><\/p><p class=\"p1\">Sensory Breaks can be completed in the classroom environment, in a designated sensory\u00a0space, or anywhere within the school setting.<\/p><ul><li class=\"p1\">A specific building sensory space can be utilized and may include materials that allow for\u00a0additional movement and deep-pressure input such as a mini trampoline or a ball pit. \u00a0See Sensory Spaces for more information.<\/li><li class=\"p1\">Use of a school gymnasium, hallway, or playground can be effective when the sensory\u00a0break requires excessive movement, jumping, pushing, or pulling such as riding a\u00a0tricycle, propelling a scooter board, pushing a library cart, or climbing on playground\u00a0equipment.<\/li><li class=\"p1\">In class, sensory breaks can include activities such as chair pushups\u00a0or frequent\u00a0movement opportunities.<\/li><li class=\"p1\">Encourage whole class\u00a0movement breaks: \u00a0JAMin\u2019 Minutes and Go Noodle are good\u00a0options.<\/li><\/ul><p>Sensory Strategies are tools that can be used at any time or location in which there is need.<\/p><p class=\"p1\">Examples include:<\/p><ul><li class=\"p1\">Noise canceling headphones in a loud cafeteria or school assembly if a child is aversive\u00a0to noise.<\/li><li class=\"p1\">Chewing gum or other chewy\/oral options (chewelry) to increase attention\/focus and\u00a0promote calmness.<\/li><li class=\"p1\">Dynamic seating strategies in place of traditional classroom chairs include things such\u00a0as ball chairs, zuma rockers, move and sit cushions, howda hug chairs, standing desks,\u00a0etc. for students seeking movement and\/or deep pressure input for improved attention.<\/li><li class=\"p1\">Weighted items such as a vest\/jacket or lap pad may also elicit a calming effect but\u00a0should be used with the supervision of the building occupational therapist.<\/li><\/ul><h3>Things to Consider\/Problem Solving:<\/h3><ul><li class=\"p1\">The student\u2019s age and developmental level are important to consider when setting up sensory\u00a0programming. A functional sensory break, when possible, is ideal. \u00a0This can include\u00a0stacking chairs in the\u00a0cafeteria. \u00a0Also, <strong>Sensory breaks and strategies <span style=\"text-decoration: underline;\">ARE NOT EARNED<\/span> but rather are a regular\u00a0part of a student\u2019s day.<\/strong><\/li><li class=\"p1\">Ideally, students who are able, should learn how to regulate their own sensory systems. \u00a0Programs such as the Alert Program\/How does your Engine Run and Brainworks are\u00a0recommended.<\/li><li class=\"p1\">Sensory items are often purchased with building funds (special education or PTO), fund-a-need\u00a0requests, or grants.<\/li><\/ul><h3 class=\"p1\">Useful Resources to Learn More:<\/h3><p class=\"p1\"><span style=\"text-decoration: underline;\">Equipment for sensory spaces<\/span>:<\/p><p class=\"p2\"><a href=\"http:\/\/www.abilitations.com\">www.abilitations.com <\/a><span class=\"s1\">, <\/span><a href=\"http:\/\/www.therapyshoppe.com\">www.therapyshoppe.com<\/a><span class=\"s1\">, <\/span><a href=\"http:\/\/www.therapyshoppe.com\">www.southpaw.com<\/a><\/p><p class=\"p2\">Walmart, Target, and other local stores also carry items that are similar to the therapy catalogs.<\/p><p class=\"p1\"><span style=\"text-decoration: underline;\">Dynamic seating options<\/span>:<\/p><p class=\"p2\"><a href=\"http:\/\/www.zumarockers.com\">www.zumarockers.com<\/a><span class=\"s1\">, <\/span><a href=\"http:\/\/www.howda.com\">www.howda.com<\/a><span class=\"s1\">, <\/span><a href=\"http:\/\/www.amazon.com\">www.amazon.com<\/a><\/p><p class=\"p1\"><span style=\"text-decoration: underline;\">Self-Regulation\u00a0Programs<\/span>:<\/p><p class=\"p2\"><a href=\"http:\/\/www.alertprogram.com\">www.alertprogram.com<\/a>,\u00a0<a href=\"http:\/\/www.sensationalbrain.com\">www.sensationalbrain.com<\/a><\/p><p class=\"p1\"><span style=\"text-decoration: underline;\">Weighted Items<\/span>:<\/p><p class=\"p2\"><a href=\"http:\/\/www.sensacalm.com\">www.sensacalm.com<\/a><span class=\"s1\">, <\/span><a href=\"http:\/\/www.amazon.com\">www.amazon.com<\/a><span class=\"s1\">, the above catalogs<\/span><\/p><p class=\"p1\">LPS can make items weighted items as directed by the occupational therapist<\/p><p class=\"p1\"><span style=\"text-decoration: underline;\">Oral Items<\/span>:<\/p><p class=\"p1\">Chew gum or place snacks during the day<\/p><p class=\"p2\"><a href=\"http:\/\/www.chewelry.com\">www.chewelry.com<\/a>,<span class=\"s1\">\u00a0<\/span><a href=\"http:\/\/www.amazon.com\">www.amazon.com<\/a><\/p><p class=\"p1\"><span style=\"text-decoration: underline;\">Noise canceling headphones<\/span>:<\/p><p class=\"p2\"><a href=\"http:\/\/www.moggiesearmuffs.com\">www.moggiesearmuffs.com<\/a><\/p><p class=\"p1\"><a href=\"http:\/\/wp.lps.org\/pbis\/autism-best-practices\/\"><img decoding=\"async\" class=\"alignnone size-medium wp-image-1174\" src=\"http:\/\/home.lps.org\/pbis\/files\/2015\/10\/Autism-300x90.jpeg\" alt=\"Autism\" width=\"300\" height=\"90\" srcset=\"https:\/\/home.lps.org\/mtssb\/files\/2015\/10\/Autism-300x90.jpeg 300w, https:\/\/home.lps.org\/mtssb\/files\/2015\/10\/Autism.jpeg 410w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/a><\/p><p class=\"p1\">Click to return to Best Practices for Supporting Students with Autism<\/p><p class=\"p1\">Information compiled by Lincoln Public Schools Autism Team (September 2015)<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Sensory Breaks and Strategies Sensory Breaks and Sensory Strategies Protocol Sensory Strategies Rubric What and Why: A Sensory Break is a designated portion of time that may allow a child to de-escalate\u00a0from the\u00a0sensory stimulation of the classroom setting. \u00a0Sensory breaks also are beneficial for students\u00a0that benefit from additional movement or deep-pressure\u00a0input opportunities to help with [&hellip;]<\/p>\n","protected":false},"author":3996,"featured_media":0,"parent":897,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"footnotes":""},"class_list":["post-1184","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/pages\/1184","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/users\/3996"}],"replies":[{"embeddable":true,"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/comments?post=1184"}],"version-history":[{"count":2,"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/pages\/1184\/revisions"}],"predecessor-version":[{"id":2257,"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/pages\/1184\/revisions\/2257"}],"up":[{"embeddable":true,"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/pages\/897"}],"wp:attachment":[{"href":"https:\/\/home.lps.org\/mtssb\/wp-json\/wp\/v2\/media?parent=1184"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}