Sensory Integration by Isbell, Christy -- Read -- Imperial Library of Trantor

Index

Cover Dedication Title Page Copyright Table of Contents Chapter 1: What Are Sensory Integration and Sensory Processing Disorder?

Sensory Integration Development of Senses Background on Sensory Integration What Is Sensory Processing Disorder? Responses to Sensory Input Sensory Processing Disorder and Related Terms Impact of Sensory Processing Disorder on Learning

Chapter 2: Sensory Avoiders, Sensory Seekers, and Sensory Under-Responders

Preschoolers with Sensory Processing Disorder (SPD)

Sensory Avoider Sensory Seeker Sensory Under-Responder Comparison of Sensory Avoiders, Sensory Seekers, and Sensory Under-Responders

Identifying Sensory Seekers and Sensory Avoiders Visual Avoider: What Does This Child Do?

Visual Avoider: Red Flags

Visual Seeker: What Does This Child Do?

Visual Seeker: Red Flags

Visual Under-Responder: What Does This Child Do?

Visual Under-Responder: Red Flags

Auditory Avoider: What Does This Child Do?

Auditory Avoider: Red Flags

Auditory Seeker: What Does This Child Do?

Auditory Seeker: Red Flags

Auditory Under-Responder: What Does This Child Do?

Auditory Under-Responder: Red Flags

Tactile Avoider: What Does This Child Do?

Tactile Avoider: Red Flags

Tactile (Touch) Seeker: What Does This Child Do?

Tactile Seeker: Red Flags

Tactile Under-Responder: What Does This Child Do?

Tactile Under-Responder: Red Flags

Vestibular Avoider: What Does This Child Do?

Vestibular Avoider: Red Flags

Vestibular (Movement and Balance) Seeker: What Does This Child Do?

Vestibular Seeker: Red Flags

Vestibular Under-Responder: What Does This Child Do?

Vestibular Under-Responder: Red Flags

Proprioception Avoider: What Does This Child Do?

Proprioception Avoider: Red Flags

Proprioception (Body Awareness) Seeker: What Does This Child Do?

Proprioception Seeker: Red Flags

Proprioception Under-Responder: What Does This Child Do?

Proprioception Under-Responder: Red Flags

Summary Observing Children When to Refer and to Whom Talking with Parents/Guardians

Chapter 3: Design the Environment to Support the Sensory Development of All Children

Positive Effects of the Environment Role of the Teacher

Monitor Your Voice Level Follow a Routine Simplify Instructions Offer Appropriate Choices Prevent Problems

Promote Self-Awareness

Respect the Child’s Emotions Provide Consistency

Visual Environment

Encourage Child’s Sense of Space Use Proper Lighting Organize the Classroom Reduce Clutter Display Children’s Work Document Progress Provide Personal Space

Auditory Environment Tactile (Touch) Environment

Use Firm Touches Introducing Touch Input “I Touch” Center Help for Picky Eaters

Vestibular (Movement and Balance) Environment

Rotating Activity Level Gross Motor Center Proprioception (Body Awareness) Environment Heavy Work Activities

Chapter 4: Help for Preschoolers with Sensory Processing Disorder

Modifying the Environment Sensory Diet

Case Study: Riley

Calming and Organizing Activities Alerting Activities Suggestions for Preschoolers with Visual Processing Problems

Visual Avoiders Visual Seekers Visual Under-Responders

Suggestions for Preschoolers with Auditory Processing Problems

Auditory Avoiders Auditory Seekers Auditory Under-Responders

Suggestions for Preschoolers with Tactile (Touch) Processing Problems

Tactile Avoiders (Tactile Defensiveness) Tactile Seekers Tactile Under-Responders

Suggestions for Preschoolers with Vestibular (Movement and Balance) Processing Problems

Vestibular Avoiders Vestibular Seekers Vestibular Under-Responders

Suggestions for Preschoolers with Proprioception (Body Awareness) Processing Problems

Proprioception Avoiders Proprioception Seekers Proprioception Under-Responders

Chapter 5: Practical Solutions to Meet the Needs of Individual Children During the Daily Routine

Transitions

Prepare Ahead Picture Schedule

Circle Time

Maintaining Children’s Attention Tactile Considerations

Manipulatives/Fine Motor Activities

Sensory-Smart Materials FUNctional Work Space

Learning Centers

Encouraging Movement Experiences Incorporating Proprioceptive and Tactile Input Facilitating Self-Awareness and Organization

Snack/Lunch

Sensory-Smart Foods

Toileting Rest

Calming Environment Simple Rest-Time Modifications

Playground or Gym

Sensory-Smart Equipment for the Playground or Gym Heavy Work/Play Keep Your Feet on the Ground, Please! Let the Child Be Your Guide

What Have You Learned?

Chapter 6: Building and Creating Low-Cost Items

Body Sock Carpet Roll Crash Pad Incline Board Picture Schedule Plexiglas Painting Wall Sand Pillow Sound Panel Tire Swing

References and Resources Glossary Appendix Index

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